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Lesson Plan Template EDUC 107

Standards (CCSS/NGSS, other national standards, and/or Iowa Core list source and URL)
CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes.
CCSS.ELA-Literacy.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
http://www.corestandards.org/ELA-Literacy/RL/5/4
Objectives
Content: (include level[s] of Blooms Taxonomy for each objective remember, understand, apply, analyze, evaluate, create)
SWBAT create their own simile and metaphor
o Students will need to understand the difference between the two figurative languages
o Students will be applying the information learned in order to make their own simile and
metaphor
o Students will be creating their own simile and metaphor
SWBAT interpret similes and metaphors
o Students will understand what a each of these figurative languages are
Language:
SWBAT read a poem/song that has examples of metaphors and similes within it
Resources/Materials (List what will be used in this lesson that is not available in a typical classroom. Cite specific outside sources in APA format.)
"A Simile and Metaphor Sample Lesson Plan for Teaching Similes and Metaphors." A Simile and
M
Metaphor Sample Lesson Plan for Teaching Similes and Metaphors. N.p., n.d. Web. 03 Dec.
2
2013.
Kelly, Melissa. "Songs With Similes." About.com Secondary Education. N.p., n.d. Web. 03 Dec. 2
0
2013.
"Similesmetaphors." Similesmetaphors. N.p., n.d. Web. 03 Dec. 2013.
Materials
o Dry Erase Board/Dry erase markers
o Students will need paper (any kind of scratch paper)
o Notecards (for exit ticket)
o Handout with two poems side by side
Poems are A Dream Differed and A Book is
o Handout of 5 dull sentences
Learning Plan with ELL Supports Labeled (sequence of teacher and student activities)
Building background
Comprehensible input for ELLs
Interaction to develop ELLs language
Scaffolding/support for ELLs
Checking for understanding

Introduction
Teacher will introduce the topic by asking students What do you see in your books or do in your own writing
in order to make something more vivid? Students will respond with various answers and teacher will slowly
guide them to talking about comparisons and descriptions. Comparisons can help the audience, or readers,
better understand what the author is describing and how exactly they want you to picture certain things.
Sharing of Objectives
[Before class has begun the teacher will have written the objectives on the board, this is a daily routine so the
students should not be surprised to see them]. The teacher will tell the class the objectives for this particular

lesson. This will allow students to be thinking about what they need to be paying particular attention to and
should give them an idea of how they are being held accountable.
Guidance Prior to Activities
Teacher will hand out the handout with the two poems on it. After all of the poems are handed out the teacher
will ask for a student to read the first poem, A Dream Differed. Once the poem has been read the teacher will
ask the students What do you notice this poem is repeatedly doing? This should generate a conversation about
the obvious comparisons within the poem. The teacher will ask students to underline the comparisons that they
see. Next, the teacher will have a student read the second poem aloud. Students will repeat the step above and
underline the comparisons that they see in the poem A Book is. Next, the teacher will allow the students to
work in their desk groups. The desk groups will be making a list that compares and contrasts the two poems.
While the desk groups are working the teacher will pull the ELL students and work with them during this time.
The teacher will make sure that the ELL students understand the difference between the poems by showing that
the A Dream Differed uses only like or as for the comparison and that A Book is does not use like or as and
only describes what the book is like. The teacher will then explain that a simile will compare things by using
like or as between two different things; whereas a metaphor directly labels what an object is. The teacher will
give the ELL students a notecard that has the above definition of both a metaphor and simile along with an
example of each of them.
Now the class will come back together for a discussion of what they noticed about the two different poems. The
teacher will us the overhead/ELMO and make a T-chart of what the differences are and ensure that like or as is
discussed. Next the teacher will define what a simile is by saying a simile is a comparison between two things
by using like or as. Whereas a metaphor directly labels what an object/thing is. The teacher will repeat one of
the similes in the poem to reiterate and give an example of a simile and do the same for a metaphor.
Activity that Facilitates Learning
The teacher will model part of the next activity. The teacher will read the sentence The dog was barking out
loud to the class. Throughout the modeling process the teacher should be using I statements. Now, students I
want to make this dull sentence have more detail and be more descriptive. I can do this by turning it in to either
a metaphor or simile in order to compare it so that the reader will be able to visualize exactly how the dog was
barking. For instance, I can change the sentence to The dog was barking as loud as a siren. Teacher will then
ask the students what type of sentence she/he created (this will ensure that the class is paying attention and
understanding the material). Or I can create this sentence into a metaphor by changing it to The dogs barking
was a loud beast. As you can see this creates a better image of what the author is trying to describe to the
audience.
Next, the class will work in their table groups to write either a simile or metaphor for the other dull sentences.
Like before, the teacher will work with the ELL students on changing their dull sentences into similes or
metaphors. The teacher will make sure that the students are understanding the material and answer any
questions that the students may have (the teacher may have to work with some ELL students longer than others
depending on their level). While working with the ELL students, the teacher may differentiate the lesson by
giving students very simple sentences that the ELL students have worked with before. This will ensure that the
ELL students are not confused about certain words and will have background knowledge on the topics.
The class will come back together as a whole and the teacher will ask for examples of what different groups
came up with for their sentences. The class will see that even though they were working on the same dull
sentences they can come up with very different comparisons because it all depends on what they are thinking
about or their background knowledge.

As an exit ticket students will create/write their own simile AND metaphor on a notecard. Students are allowed
to pick any school appropriate thing to compare, which will allow students to be creative. On the exit ticket
students should also include a description of what the simile and metaphor they have created means.
Assessment (List what assessment[s] are tied to this plan your quiz, test, or PPB)

A portion of the quiz

A portion of the test


Reflection (Describe your planning of this lesson: What went well/what was helpful? What challenges did you face? What did you learn?)
While writing this lesson plan, I found that I was thinking differently than I normally do while writing
lesson plans for class. In particular I found that I was thinking about how to differentiate my lesson plan
specifically towards ELL students, which is extremely necessary for figurative language. Figurative language is
a difficult concept for many students to grasp, which lead me to incorporate many questions in my lesson that
ensured that students understood the material throughout the entire lesson. Im glad that I was able to label
specifically where I was differentiating the lesson for ELL students because this made me make sure that I was
doing it correctly and actually differentiating the material.
Throughout the writing of this lesson I was able to better learn how to incorporate various activities and
strategies in a lesson. Since Im still in the beginning stages of the education program I still find it difficult to
write an actual lesson (especially since I dont know the students nor am actually teaching the lesson itself).
Yet, while writing this lesson I found it easier than others because of the opportunity to critique lessons before
actually writing a lesson about the same topic. This made me realize what I thought was important to include in
a lesson and what to be more specific about so that everyone reading the lesson is on the same page.
I found this lesson to be a success because it got me thinking about many different factors and
challenges that I will face in a real/actual classroom setting. I thought more well-rounded than I ever have while
writing a lesson.
Lesson Plan Self-Assessment Checklist
(Before submitting your assignment, ensure that you have addressed all of the following items.)

__x__

My content objectives are tied to listed standards.

__x__

My content objectives are all addressed in this lesson.

__x__

My language objectives focus on relevant academic language related to the content of the lesson.

__x__

All needed resources are listed (in APA format, if specific ones are referenced).

__x__

My learning plan begins with an introduction that will get students attention and interest them in the topic.

_x___

I build background for students during the learning plan.

__x__

My objectives are explicitly shared with students (both orally and in writing) during the lesson.

__x__

I provide students with needed guidance prior to activities in the learning plan (e.g., a mini-lesson, modeling, clear directions for
activities).

_x___

I conduct one or more activities during the learning plan that facilitate learning of objectives.

__x__

My learning plan consists of comprehensible input and facilitates interaction.

__x__

I provide scaffolding/support for ELLs in the learning plan.

__x__

I check for understanding periodically during the learning plan.

__x__

My learning plan is organized well and flows logically.

__x__

My assessment of student learning takes place both during the learning plan (informally) and after learning (formally).

__x__

I have provided a clear reflection that describes successes, challenges, and what I learned.