After a very long and tedious lesson about the many different literary terms that may apply to William Shakespeare's Romeo and Juliet, I decided to administer a small activity to test students' understanding. Each student received a two-page handout containing various examples of poems and passages to which they were instructed to connect an appropriate literary term. Most often, making sure the students have correct and complete notes is not enough. Allowing students to practise and test their newly gained knowledge is vital to their success.
The bellow attachments are of a worksheet students received in order to evaluate their understanding of the specific literary terms. The following was used as formative evaluation. Students received a completion mark and a class discussion either confirmed or corrected students' choices. During this activity, students were given the option of working individually or with an elbow partner. I try to encourage collaboration as much as possible in the classroom because I believe that people learn better by communicating with one another and sharing ideas. Small activities like this are a great opportunity to create a conversation between the students.
By the end of the class, and after the answers to the questions were answered, students' concerns were all cleared up and any confusion was set straight. This in-class activity reaffirmed the lesson to the students and allowed them to see the literary terms in a real context which set them up to identifying them later in the Shakespearean play.
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