Instructor: Ms. Mandy J.

Stanley Lesson Title: Silly Similes Curriculum Area: Language Arts

Grade Level: 4th Grade Date: 2/19/14 Estimated Time: 30 minutes

Standards Connection: CCRS-Language Arts-42. [L.4.5] Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Learning Objective: When given a Similes worksheet, the students must accurately complete the given similes with at least 75% accuracy, according to the teachers answer key. Kid Friendly Objective: Today, we are going to review another figure of speech: similes. Evaluation of Learning Objective: In order to assess the students mastery of the skill of identifying and understanding similes, the students will be given the Similes worksheet to complete. This worksheet has 8 simile starters that the students must match with the appropriate simile. The students must accurately match 5 of the 8 similes in order to pass the assessment with 63% accuracy. Engagement: In order to engage the students into the lesson, the teacher will activate the students prior knowledge of similes by conducting a Shout It Out session with the students. The teacher will ask the students to shout out what they already know about similes and will even ask for examples. She will write down the students responses on the Promethean Board and will briefly discuss them with the students. This will allow the teacher to determine what the students already know and what they need to review.
The teacher will walk to the front of the classroom by the Promethean Board and will raise a quiet hand in order to get the students attention. Once the students are quiet, she will begin the lesson. Fourth graders, I have up a quiet hand, so you should too! The teacher will wait for the students to raise their hands. Let us begin todays lesson with another Shout It Out. Who can tell me something that they already know about similes, even if it is an example? Remember, you do not have to raise your hands, but you do have to use self-control by not screaming or talking over each other. The teacher will write down all of the students responses. Wow! You all sure do know a lot about similes! Let us read some of the statements you all made. The teacher will read and discuss each statement that she wrote on the Promethean Board with the students. Now that we are finished with that, let us look at our goal for the day. The teacher will turn to the GOAL slide on the Silly Similes flipchart. Today, we are going to review another figure of speech: similes.

Design for Learning: I. Teaching: During the teaching portion of the lesson, the teacher will go over the definition of simile and will give the students examples on the Promethean Board. The teacher will turn to the What Are Similes? slide of the flipchart. Class, let us read the definition of simile together. I need everyones eyes up on the Promethean Board so that we can read it together! The teacher will wait for the students to look at the board. Are you ready? Let us read: A simile is a comparison of two things using the words like

or as. Now, that we know that similes compare two things by using like or as, let me give you some examples using some people in our class. o The teacher will write the following simile on the board: Mackenzie is as sweet as apple pie! Class, what do you all think that means? The teacher will wait for the students responses. Yes! It means that she is a really nice person. What part of that statement was the simile? The teacher will wait for the students responses. That is correct! The teacher will underline the simile. The simile of that sentence was as sweet as apple pie. Let me think of another one! o The teacher will write the following simile on the Promethean Board. Mrs. Swann is as protective as a mother hen. Class, what do you all think that means? The teacher will wait for the students responses. Yes! It means that she is very protective of her students and wants what is best for them. What part of this sentence is the simile? The teacher will wait for the students responses. That is correct! The simile was the as protective as a mother hen part of the sentence. The teacher will underline that part of the sentence. Now that I know that you all understand similes, I am going to ask you all to practice by completing a fun activity. II. Opportunity for Practice: During the practice portion of the lesson, the students will draw a picture based on whatever prompt they are given. Once they are finished, they will share their drawings with the peers who are sitting at their table. The teacher will pick up the stack of white paper and will pull up the Silly Similes slide on the flipchart. Class, I want each of you to draw a picture based on the simile beside your number on the Promethean Board. Please write the simile on the top of your page, along with your name and number. I am only going to give you ten minutes to finish this activity, so stay on task! As soon as you are finished, you may share it with the people at your table. I do not mind if you whisper as you complete this task. Now, I am going to pass out the paper. You may use markers, crayons, or colored pencils. Just make sure that your station is clean once I start my countdown. Does everyone understand? Please turn in your illustrations to me once you are finished. The teacher will pass out the paper and will closely monitor the students while they work on their assignment. She will make a special effort to monitor the students who tend to get off task and distract those around them. Once the students have one minute left, she will start a countdown on the Promethean Board. The students will turn in their completed illustrations. Assessment: During the assessment portion of the students will complete the Similes worksheet. The worksheet consists of 8 simile starters that the students must match to the proper simile. The students must get at least 5 of the 8 correct in order to pass the assessment with 63%.

III.

The teacher will pick up the stack of Simile worksheets. Class, I was really impressed with some of the illustrations I saw! Now, I want you all to complete this worksheet. You are going to choose the best ending for each simile. Once you are finished, please turn in your worksheets by placing them on my stool. Are there any questions? The teacher will pass out the worksheets while answering the students questions. The teacher will closely monitor the students while they work on their assignment. She will make a special effort to monitor the students who tend to get off task and distract those around them. Closure: In order to wrap-up the lesson, the teacher will choose 4 students samples to share with the class by placing them under the ELMO projector. The teacher will pick up the four samples and will place them under the ELMO. Class, I really wanted to share these 4 samples with you before we wrap up for the day. If it is your illustration that I project, you may stand up and share about your simile. I need everyone else to sit quietly and be respectful as they share. The teacher will allow the students to share. Thank you all for being so respectful today! I was really impressed! You may now get ready for P.E.!

IV.

Differentiation Strategies: Accommodations for Individual Learners:

o o o o o o Student 2 will receive assistance with any writing that will be necessary to complete this assignment due to her broken arm. Student 8: The teacher will ensure that she is within close proximity to this student to ensure that he/she stays on task and does not disturb the learning of others. Student 13: The teacher will ensure that she is within close proximity to this student to ensure that he/she stays on task and does not disturb the learning of others. Student 16: The teacher will ensure that she is within close proximity to this student to ensure that he/she stays on task and does not disturb the learning of others. Student 21: The teacher will ensure that she is within close proximity to this student to ensure that he/she stays on task during this lesson. Student 6 will receive explicit step-by-step verbal instructions in order to scaffold these activities to support her needs.

Materials and Resources:

Silly Similes flipchart Promethean Board ELMO projector (21) Similes worksheet (21) Pieces of white paper Crayons/markers/pencils

Data:
Student 1: 6/8 Student 2: 5/8 Student 3: 7/8 Student 4: 4/8 Student 5: Absent Student 6: 5/8 Student 7: 7/8 Student 8: 3/8 Student 9: 4/8 Student 10: 8/8 Student 11: 5/8 Student 12: 5/8 Student 13: 8/8 Student 14: 8/8 Student 15: 6/8 Student 16: 7/8 Student 17: 8/8 Student 18: 2/8 Student 19: 6/8 Student 20: 7/8 Student 21: 7/8

Reflection: The students really seemed to enjoy this lesson. They were excited to share what they already knew about similes during the engagement portion of the lesson, whether it was correct or not, and they were very eager to illustrate their similes during the practice portion of the lesson. Some of the samples I collected were excellent! I did notice, however, that four students did not pass this assessment with at least 63% accuracy. (Their scores are highlighted above). Some of the answers that they chose made it seem as though they did not really read the question or the choices, but there were two of the four students who I really feel as though do not understand similes. In order to ensure that the students have a strong understanding about similes, I will go over this topic and the worksheet again at the beginning of tomorrows lesson. I will also make sure that I give the worksheet to the students before I give them a fun activity. I think that they were still in play mode after completing the Silly Similes assignment, so it was hard for some of them to stay focused on the worksheet.

Instructor: Ms. Mandy Stanley Lesson Title: Metaphor Mug Shots Curriculum Area: Language Arts

Grade Level: 4th Grade Date: 2/20/14 Estimated Time: 30 minutes

Standards Connection: 42. [L.4.5] Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Learning Objective: When given the Metaphors assessment, the students must read the passage and identify the metaphors and their meanings with at least 71% accuracy, according to the teachers answer key. Kid Friendly Objective: Today, we are going to learn about another figure of speech: metaphors. Evaluation of Learning Objective: In order to assess the students, the teacher will give the students the Metaphors worksheet. The students will have to read the passage and identify the metaphors throughout the passage and their meanings. The worksheet consists of 7 questions, and the students must accurately answer 5 of the 7 questions in order to pass with 71%. Engagement: In order to engage the students in the lesson, the teacher will conduct a Shout it Out! session with the students on metaphors. She will ask the students what they already know about metaphors and will also ask for examples. Design for Learning: V. Teaching: During the teaching portion of the lesson, the teacher will tell the students the definition of a metaphor a comparison in which one thing is said to be another. She will also compare this to similes and will give the students examples. VI. Opportunity for Practice: During the practice portion of the lesson, the teacher will allow the students to complete the Metaphor Mug Shot activity. The students will be split into pairs, and each student will be given blanks for each facial feature (eyes, ears, nose, mouth, etc.) that they must fill in with a metaphor. Once the students finish filling in the blanks, they will trade with a partner from a neighboring table who must illustrate their metaphors on the Metaphor Mug Shot head outline. VII. Assessment: In order to assess the students, the teacher will give the students the
Metaphors worksheet. The students will have to read the passage and identify the metaphors throughout the passage and their meanings. The worksheet consists of 7 questions, and the students must accurately answer 5 of the 7 questions in order to pass with 71%.

VIII. Closure: In order to wrap-up the lesson, the teacher will choose 5 samples of the Metaphor Mug Shots to share with the class under the ELMO projector. Differentiation Strategies: Accommodation for Individual Learners:
o o Student 2 will receive assistance with any writing that will be necessary to complete this assignment due to her broken arm. Student 8: The teacher will ensure that she is within close proximity to this student to ensure that he/she stays on task and does not disturb the learning of others.

o o o o

Student 13: The teacher will ensure that she is within close proximity to this student to ensure that he/she stays on task and does not disturb the learning of others. Student 16: The teacher will ensure that she is within close proximity to this student to ensure that he/she stays on task and does not disturb the learning of others. Student 21: The teacher will ensure that she is within close proximity to this student to ensure that he/she stays on task during this lesson. Student 6 will receive explicit step-by-step verbal instructions in order to scaffold these activities to support her needs.

Materials and Resources:

Metaphor Mug Shots flipchart Promethean Board ELMO projector (21) Metaphors assessments (21) Metaphor Mug Shots packets o Facial Feature Blanks o Head Outline Crayons/markers/colored pencils