Assignment #1: Writing a Lesson Plan (Figurative Language)

Submitted By: Samantha Lohmeyer

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell

Lesson Title: Figurative Language Trophies Teacher Edition: Lead the Way Theme 5 (4-5) Trophies Story: Blue Willow

Submitted By: Samantha Lohmeyer T.Ed Pages: 589D CCSS: L.4.5a

A. Summary of the Lesson Plan: This lesson reviews figurative language, specifically similes and metaphors. The lesson is an activity for the Trophies story Blue Willow and should take about 20 minutes to complete.

B. Student Population: Grade Level: 4th grade

Skill Level: on-level Groupings: whole group (direct instruction), small group (practice and assessment),
independent (closure) C. Materials: Trophies T Ed. 4-5 (Lead the Way) page 589D Blue Willow Chart with Headings: Figurative Language / What Each Word Means by Itself / What the Words Mean Together Whiteboard Dictionaries Reading Journals D. Objectives: Common Core State Standard L.4.5a: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Learning Targets Knowledge Targets: Students must identify and define a simile. Students must identify and define a metaphor. Reasoning Targets: Students must be able to explain the meaning of a simile used in context within grade-appropriate text. Students must be able to explain the meaning of a metaphor used in context within grade-appropriate text. Vocabulary simile metaphor personification

Student-Friendly Learning Targets Student Knowledge Targets: I can identify a simile and I know what simile means. I can identify a metaphor and I know what metaphor means. Student Reasoning Targets: I can explain what a simile from our book means.
EDRL 442 - Fall 2013 Page 2

Lesson Title: Figurative Language Trophies Teacher Edition: Lead the Way Theme 5 (4-5) Trophies Story: Blue Willow

Submitted By: Samantha Lohmeyer T.Ed Pages: 589D CCSS: L.4.5a

I can explain what a metaphor from our book means.

Student-Friendly Vocabulary I know a simile compares two things, using the words like or as. I know a metaphor suggests a similarity between two things, without using like or as.

E. Procedure: 1. Discuss figurative language and remind students of the meaning of simile and metaphor. (See 2. for definitions) 2. Similes compare two things, using the words like or as. Metaphors suggest a similarity between two things, without using like or as. 3. Write the sentence, Wild sunflowers turned bright faces to the east, and occasional dust devils went spiraling off across the plain in merry abandon on the whiteboard. 4. Model the thinking: I know that sunflowers dont actually have bright faces. I also know that dust devils cant have feelings. I think the author has given the sunflowers and dust devils human qualities to show that this will be a happy place for Janey. 5. Have students divide into small groups of four and look for examples of figurative language in other stories. Have them use a dictionary to find literal meanings. 6. Have students discuss what they think each expression means. 7. Display the chart on the whiteboard for students to see. 8. Have students copy a chart in their reading journals and fill it in. F. Closure: Have students write one metaphor and one simile in their reading journals, underlining the words they are comparing and circling like or as in their simile. Collect the reading journals at the end of the lesson. G. Assessment: Assessment Tool Reading Journals: Collect the reading journals and check if the student successfully created a simile and metaphor. What Is Being Assessed? By writing these examples of figurative language, it will be clear if a student understands what a simile and metaphor are. H. Reflection& Thoughts: Which part of the lesson do you think will be the easiest to teach? I think reviewing the ideas of simile and metaphor will be the easiest because this lesson is for maintaining the skill, not introducing it.
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Lesson Title: Figurative Language Trophies Teacher Edition: Lead the Way Theme 5 (4-5) Trophies Story: Blue Willow

Submitted By: Samantha Lohmeyer T.Ed Pages: 589D CCSS: L.4.5a

Which part of the lesson do you think will be the most challenging to teach? I think introducing what personification is will be the most difficult because it is a new concept and takes abstract thinking to understand the author doesnt really mean what is written. What lesson or concept should be taught prior to this lesson? An introductory lesson about figurative language should be taught prior to this lesson, seeing as how it is to maintain the skill. How will you follow up or extend this lesson? I would like to extend this lesson by having students create a flip-book about different figurative language aspects including simile, metaphor, and personification. What will you do for students who dont grasp the concepts? I would like to take these students aside during independent reading time in which I will be able to focus on small groups. Which part of the lesson, if any, do you think might need to change? Personification is not in the CCSS for fourth grade, so I would most likely replace that with more focus on the simile and metaphor concepts. When you were writing this lesson plan, what was the most difficult part? The most difficult part was being explicit in the procedures part.

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