Creating an Allegory
After analyzing and interpreting their allegorical novels, the learners in Ms. Barnes’ class use what they have learned about figurative language, symbols, and metaphors to create their own allegories based in part on the novels they read. To allow learners to take advantage of their individual skills and interests, she created a rubric that assesses the important components of the project while allowing learners the freedom to choose a medium they enjoy working in that challenges them. She uses what she has learned about her learners from previous projects to recommend appropriate formats.

Jill, a "gifted" learner, often chooses writing projects because she knows she can do them well. She set a goal for herself this year to take more creative risks. Ms. Barnes knows that Jill is interested in computer graphics and suggests to Jill to try using animation software to produce her allegory. Ms. Barnes encourages Jill to work with a learner in the class who has some experience with animation and connects both of them with an online mentor who is a professional animator.

Kenny, on other hand, has mild learning disabilities and has serious problems with writing. He has set a goal of being more careful with his writing, but when he has a choice of projects, always chooses one that requires as little writing as possible. When he works in a group, he usually manages to get someone else to do the writing for the project. Ms. Barnes knows that Kenny is interested in video and suggests that he write a script for an allegory and then videotape it acted out by a group of friends. The opportunity to complete the project with the help of a professional videographer motivates him to do his best on the scriptwriting.

Complex projects such as these require extensive planning by the learners. Ms. Barnes provides varying degrees of support for learners through checklists and project plan templates. Learners who have a history of completing quality work on time are encouraged to create their own project plans that include all of the necessary information but match their learning styles. Learners who have difficulty thinking ahead complete checklists with many items already filled in, while others just have a list of dates and decide what they will have completed by each deadline. All learners are encouraged to modify the template to meet their needs as long as they can meet the deadlines that require class participation.

Ms. Barnes provides learners with a project rubric that describes her expectations for the learners’ allegories. She models how to use the rubric to assess the quality of a project and to solicit constructive peer feedback. Throughout the project, learners reflect on their progress, addressing specific items in the rubric as well as their goals for the project. Ms. Barnes uses the information from the reflections to plan learner-teacher conferences, teach mini-lessons on metacognition and self-direction, and identify appropriate resources for different learners’ needs.

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