Direct Instruction

Presentation w/ Adv Organizer

Concept Attnment

Cooperative Learning

Inquiry Teaching

Concept Attainment Lesson Plan (10 pts) Lesson Background:

Your Name: Jeff Rost Subject: (circle one) Lesson Title: Metaphors Materials Needed: Paper, pencils, examples of metaphors, examples of phrases that are not metaphors, Youre Toast book. Prerequisite Skills: Students will need to have a basic understanding of the parts of speech. Lesson Objective: Students will identify metaphors within a text and examples given Students will understand the differences between metaphors, similes, and idioms Students will create metaphors of their own Concept Label: Figure of speech between two unlike objects and/or ideas Critical Attributes: [yes] Phrases, sentences, examples, paragraphs utilizing metaphors as figures of speech Non-critical Attributes [no] Phrases, sentences, examples, paragraphs utilizing non-metaphors as figures of speech (similes, idioms, etc) Language Arts Grade Level: (circle one) K 1 2 3 4 5 6 Social Studies Mathematics Science

Definition of Concept: A metaphor is a figure of speech where an object is analogously described by means of comparing it to another unrelated object. ----------------------------------------------------------------------------------------------------------------------------- -----

Interaction with Students:

1. Provide examples and non-examples to the class: (Distinguish yes/no attributes) Time 20 mins I will explain to the class that we will be learning about metaphors. I will ask the class if anyone knows what a metaphor is. Once answers are given, I will explain that a metaphor is a figure of speech that analogously compares two or more seemingly unrelated objects and/or ideas. I will provide the class with three examples of metaphors and will write them on the white board. I will then briefly discuss similes and what diffentiates the two. I will then read the book Youre Toast to the class, and after we have read the book, we will discuss what metaphors they observed in the text. 2. Test for attainment: (Do the students understand the concept?) Time: 10 mins I will monitor student work during our practice and will provide assistance to students who are struggling before or during independent practice to ensure student understanding. Once I have read the text and identified any students who may be struggling, I will use overhead sheets/documents on the document camera to show examples and non-examples of metaphors to the class. This list will contain approximately 6 examples, with 3 metaphors and 3 non-metaphors (similes, idioms, etc). I will read the metaphor to the class, and will ask them to write down on a sheet of paper if they thought the example was a metaphor or not a metaphor. I will explain that they will be turning this in to me (I wont be grading it, but I want to ensure that all students are thinking about the examples as we progress through them as a class). After each example, we

will talk about what students thought it was. We will discuss each example, and what either made it a metaphor, or disqualified it as a metaphor and classified it as something else. 3. Analyze student thinking processes and integration of learning: Time: 10 mins (Are they able to provide additional examples and non-examples?) After we have worked together identifying metaphors from Youre Toast and examples I have provided, I will ask students to work in small groups to create/find metaphors of their own. I will pair the students based on readiness/ability and will notify students of their group assignment before this activity. I will tell the students that in their small groups, they are to create as many metaphors as they can during the time allotted. I will also give them the option of finding metaphors in their current free reading books or in books from the class library. During this time, I will walk around the room and monitor student progress, assisting students when necessary. 4. Clarify lesson objectives: (What are students going to DO with these?) Time: 10 mins Once the students have shared the metaphors they came up with in groups, I will ask for student input on why metaphors are essential in literature. I will ask students to think about the metaphors they create on a daily basis, and will point out that literature might be boring if it never included metaphors. 5. Procedures for Using the Concept in a meaningful way? See above for in-class work and below for assessment. 6. Assessment / Closure (How do you evaluate student progress or provide closure for this lesson?) Include rubric, checklist, assessment documents. Time: 10 mins For closure, I will ask the students to create a set of metaphors to turn in to me. Those questions are below.

Metaphors

Name:

______________________________
You are going to create two metaphors. Remember the rules of a metaphor, and include plenty of details.

1.

Create a metaphor to explain your favorite birthday memory.

2.

Crete a metaphor to explain how you felt during your first day of

school this year.

7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? For students who are struggling, I will work with them and have them start by identifying and creating similes. I will explain to them the process of building metaphors from similes and will give them several examples. I will work with them to create similes in a small group, and we will then work up to creating metaphors. b. Extension for students of high ability ? (Remember, assigning gifted students to be the tutor for others is not sufficient academic challenging for students who have mastered the lesson). For students with high ability, I will ask that they create a short story incorporating similes, metaphors and idioms, expanding on todays lesson. I will ask them to incorporate at least three of each, and will ask that they complete the story using a given theme. TOTAL LESSON TIME:__60 mins____ 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): Loewen, N. (2011). Youre Toast and Other Metaphors We Adore. Picture Window Books. During elementary school I had a difficult time discerning between metaphors and similes. When thinking about concept attainment, I decided I wanted to create a lesson plan within language arts, and I decided upon metaphors. I love incorporating literature into as many lessons as possible, so I found the book Youre Toast and thought it would be perfect for this lesson. I wanted to provide as many opportunities for students to work individually and cooperatively while engaging with this figure of speech and its prevalence in the literature they read.