Field Version of UMF Unit-Wide Lesson Plan Template

Name: Emily Lewia Program: Elementary Education Course: Student Teaching

Lesson Topic/Title: Similes and Metaphors

Lesson Date: 3/16/17 Lesson Length: 55 minutes Grade/Age: 3rd and 4th grade
Learning Objectives (Targets):

Students will be able to determine the difference between similes and metaphors and know how to identify
and use each correctly.

Content Standards: Content Standards Alignment & Justification:

CCSS.ELA-LITERACY.L.4.5.A: Explain the
meaning of simple similes and metaphors (e.g., as
pretty as a picture) in context.
In this lesson, students will be working with similes
and metaphors. Most of the students are familiar
with these terms and some of them can identify them
correctly. Students will be determining the
difference between these two types of figurative
language and will be practicing identifying the
meaning of the simile and metaphor, as well as how
to use them correctly.

Assessment: Pre X Formative Assessment (Data & Student Feedback):

Summative X Student Self
One way students will be formatively assessed
during this lesson is by teacher observation. During
the beginning of this lesson, the teacher will be
listening and observing students while they learn and
discuss what similes and metaphors are. The teacher
will ask students questions to deepen their thinking
and comprehension. The teacher will also cold call
on shy students to better gage their comprehension.

Students will be assessed formatively when they

participate in the sticky note activity. This activity
will give the teacher a brief idea of how students are
understanding the concept.
 At the end of this lesson, students will assess
themselves. Students will show me their confidence
and understanding of the content by showing a
thumbs up, down, or middle. This self-assessment
will be taken into account when the teacher gives
students an overall mark for the day (exceeds, meets,
partially meets, does not meet standard).
Integration of Other Content Areas: (If appropriate) N/A
Instructional Strategies to Differentiate Whole Class Instruction:

At the beginning of this lesson, in a whole group setting, the teacher will introduce the topics using anchor
charts. The teacher will also ask students questions and give them cues as necessary to help deepen their
thinking and comprehension. Students will work with a partner on one of the activities. Students will also
work in small groups to fill in their notebooks. At the end of this lesson, students will reflect on and self-
assess their learning.

Modifications / Accommodations / Extensions For Individual Students with Identified Needs:

One accommodation that will be available to all students will be the anchor charts. The anchor charts will be
hung in the classroom in a place where all students can see and reference them. Another accommodation
that will be available to all students is the opportunity to work with a partner and in small groups throughout
the lesson. The teacher will also give students a chance to turn and talk to their neighbor so that everyone
has an answer during whole class instruction and questioning.

For the few students who struggle with writing, my mentor and I will be available to assist them. No student
is expected to finish the whole worksheet. They will be graded on the accuracy of what they wrote not on
the amount.

Students who finish early can fill in the similes only page in their notebooks. If they finish that, they are
encouraged to write their own similes and metaphors on the back of the paper. If they finish writing
examples before all students are done, then they can free read.

Technology Integration: (if appropriate)

In this lesson, students will be watching some movie and song clips on the projector.

Materials and Resources for Lesson Plan Development

-Similes and Metaphors anchor charts

-Students will need their figurative language notebooks
-Shrek video ready on computer
-YouTube similes and metaphors video ready
-Color pencils
-Copy of Katy Perry Firework lyrics (20)
-Sticky notes and pencils at rug
Teaching & Learning Sequence:

1:00
-Students will be at tables
-Teacher will pass out students notebooks
-Teacher will explain that some didnt get to finish their chart so this is time to do so --- review expectations
-Students will work on their KWL chart - share with a buddy if you finish early

1:09
-Students will be called to the rug
-Teacher will ask students what a simile is
-Teacher will ask students what a metaphor is
-Teacher will pull out the similes and metaphors anchor chart
-Teacher will go through each of the sentences on the anchor chart with students
-Teacher will ask students for examples, then the students will write their example on a sticky note and stick
it to the anchor chart (do with a few student volunteers)

1:21
-At tables, the teacher will ask students to turn and talk to their neighbor about what the difference between a
simile and a metaphor is
-Teacher will have students share their thoughts
-Teacher will play Shrek video (0:40 second clip + 1 minute discussion)
-Teacher will ask students what the simile was in the video and what it means
-Teacher will play four short clips of songs stopping after each one and asking the students whether is was a
simile or metaphor (0:50 minutes of clips + 1 minutes for discussion)
-Teacher will play Katy Perry song once through and instruct students to listen for similes and metaphors
-Teacher will have students work in pairs to underline the similes and metaphors in the song in two different
colors
-Students will then share a few of the lines they found in the song

1:40
-Teacher will pass out student notebooks
-Teacher will have students fill in the simile and metaphor paper working by themself for the first 5 minutes
and then work with a partner for the last 5 minutes

1:50
-Teacher will call students to rug
-Teacher will have students reflect on their learning
What are similes?
What are metaphors?
Whats the difference between the two?
-Give me a thumbs up, middle, or down on how youre feeling about similes and metaphors and the
difference between the two

Content Knowledge Notes: (if applicable/instructor discretion)

Simile: comparing two things using like or as
Metaphor: comparing two things not using like or as, usually using is or are

Common Core Teacher Standards (CCTS) Alignment & Justification (Field/Student Teaching Only)

Standard 3: Learning Environment - The teacher works with learners to create environments that support
individual and collaborative learning, encouraging positive social interactions, active engagement in
learning, and self-motivation.

In this lesson, I created activities that were collaborative and engaging. Students were so engaged and so
self-determined during the song analysis activity that I had to change my lesson on the spot to let them
continue working on it. This task proved to be more difficult than I had thought it would be, but students
were so interested in it that they wanted to continue engaging in the challenging task. Students were working
well with their peers during this lesson, too. They all stayed on topic because they were highly interested
and engaged in the Katy Perry song. In this lesson, I created activities the promoted collaboration,
self-motivation, active engagement, learning, and pushing through challenging experiences.

Standard 5: Innovative Applications of Content - The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical/creative thinking and collaborative problem solving
related to authentic local and global issues.

In this lesson, I integrated elements that will engage and interest learners. The movie and song videos will
help students make the connection that similes and metaphors are used everywhere. The goal is to get them
to notice similes and metaphors being used in things they are interested in! These videos will peek their
interest and help them remember our conversations about similes and metaphors. Students will be engage in
critical and creative thinking/learning and will be connected and interested in the lessons concepts.
Post-Lesson Reflection:

I think this lesson went really well because students were engaged and interested in the content. Students
really enjoyed the videos and working with the Katy Perry song!

I did have to make one on-the-spot change to my lesson. I had planned for students to have time to practice
in their figurative language notebooks but identifying similes and metaphors in the Katy Perry song took
longer than planned. Students were highly engaged in working with the song, and I did not want to disturb
that, so I decided to have them continue working with the song. I will have students do the simile worksheet
in their notebooks at some other point in the series of lessons as review.

I believe that most, if not all, of the students are able to define what similes and metaphors are. I know this
through observation, individual student questioning, and class discussion. A lot of students had a difficult
time identifying and creating sentences with similes and metaphors. The overall grades for the day based on
the target objective were as follows: six students partially meet, five students meet, three students exceed,
and four students were absent from the lesson. Identifying and using similes and metaphors correctly is one
of the main focuses of the target objective, that is why a decent amount of students received partially meets.
Right now, I do not expect all students to be at meets or exceeds for any or all of the lessons, however, at the
end of the figurative language unit, I do expect them all to at least meet the target objectives.