Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards
Reading Lesson

UNIT BIG IDEA: Making Relationships Matter

LESSON RATIONALE
This lesson of recognizing and understanding the figurative language of similes and
metaphors is important for students to learn because it initializes a good establishment for
various other figurative languages and presents a solid foundation for future growth.
Students will need to know this information for all readings and language as comparisons
are a natural response in everyday life, as well as how they progress through school into
their future in education. The use of guided reading, writing, and classifying similes and
metaphors in this lesson will provide students with a deeper understanding and
comprehension of how similes and metaphorical comparisons have similarities but are
ultimately different.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s): Students will understand similes and metaphors and the difference
between the two.
B. Objective(s):
 After completing the lesson, the students will recognize similes and metaphors
in literature.
 At the conclusion of this study, students will be able to explain what a simile and
a metaphor are.
 By participating in the station activities, students will have demonstrated their
understanding of similes and metaphors by putting their ideas to practice.
C. Standard(s): 5.RV.3.1 Determine how words and phrases provide meaning to
works of literature, including imagery, symbolism, and figurative language (e.g.,
similes, metaphors, hyperbole, or allusion).
(CAEP K-6 3.c)
II. Management Plan-
Time
 Anticipatory Set: 10 min
 Mini-Lesson: 10 min
 Workstations: 15 min each
 Closure: 5 min
Materials:
 Owl Moon books, sticky notes, T-chart, Simile vs Metaphors game board, game pieces,
game cards, game conclusion worksheets, trendy bookmarks, Where the Sidewalk Ends
books, slips of paper, white board, dry erase marker, “Simile & Metaphor Song Mash
Up” video (https://www.youtube.com/watch?v=N3mrP77ZNv0) , “Similes and

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 Metaphors” by the Bazillions video
(https://www.youtube.com/watch?v=uoSBVNUO2LU)
 https://documentcloud.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3A7ac7
e7ed-52c1-41dc-a280-04f7dcbf6541

Space:
 Students in their seats for anticipatory set, mini-lesson, and writing station
 Students at back table with me for guided reading
 Students will be at the front table for the game station
 Students are in view of me at all times as the back kidney table is in the center of the
room, visible to all areas.
Management:
 I will be able to check in on other centers while students are working on sticky notes
activity.
 I will use class dojo points for behavior management.
 I will have the trendy bookmarks as reward for token system with guided reading groups.

III. Anticipatory Set-

 Give each student two slips of paper. Who can tell me what a noun is? Call on a student
to answer. Yes, so a noun is a person, place, or thing. What I want you to do is write
down two nouns on each slip of paper you have and then I will be collecting them all in
this bucket. Now can I get two volunteers to each come pick a slip from the bucket. Call
on two students to come to the front. Pick a piece of paper and read it aloud. Write each
of the nouns on the board for the whole class to see. Let’s look at these words and who
can give me an example of how these words relate or are similar in some way. Allow
student response by calling on a few that raise their hands, making sure to write down
each comparison down under the word pair.
 Go through this process one or two more times depending on time.

IV. Purpose: Today we are learning about similes and metaphors and how to identify them in
literature, as well as in our everyday lives as we are constantly using comparisons to
describe the things around us.

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners-
 For students who struggle academically, give extra time for assignments, partner
with stronger students, and/or break activities up for convenience.
 I will collaborate with fellow teachers to gain the best outcome of the lesson, giving
students extra support when needed.
 For certain students that struggle with reading, I will read with them or to them if
need be, providing more guidance and assistance during the guided reading.
 Groups will be separated by need and ability, and I will be able to differentiate
instruction based on which group I am working with.
 Throughout the guided reading I will model desired behavior and provide support
during the reading.

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VI. Lesson Presentation (Input/Output)

Mini-Lesson: whole group

 When you compare two words like we did a few minutes, you have the unique
opportunity to create what we like to call similes and metaphors. To get more
understanding and information on what these are, we are going to watch this video. As
we watch I would like you to see and think about how similes and metaphors are
different.
 Show the video “Similes and Metaphors” by the Bazillions.
 Since watching that video, who can tell me what a simile is? Call on a student to
answer. Yeah, so a simile is a comparison that uses the words “like” or “as.” For
example, “The class was as quiet as a mouse.” Now when we say this, do we literally
mean the class was a mouse? No, what we are saying is the class is acting like a mouse
in the fact that they are being quiet and silent. Can anybody else give me an example of
a simile? Call on a different student. Good, now who can share with the class what a
metaphor is? Call on another student to answer. Correct, a metaphor is another type
of comparison that does not use the words “like” or “as,” and is more straight forward.
An example of a metaphor would be, “You are my sunshine.” Again, with this
comparison, am I saying that you are the actual sun shining on me? No, that would be
impossible. I am saying that you make me happy and you are important. Would
anyone like to give another example of a metaphor? Call on a student to share.
 Good job class! So now that we have an understanding of what similes and metaphors
are, we are going to be working in centers to explore these concepts more. The stations
are going to look a little differently today so pay attention to my instruction so that
you are going where you need to go. I have three stations instead of four, so one station
will be starting at reading at the back table with me and your names are on the board,
the next group will be at the front table working with a simile vs metaphor game, and
the last group will be working at your seats on some writing paragraphs. You will have
about 15 minutes at each station, and you will know when to switch because I will be
playing the Similes and Metaphors song, so once you hear it you should know to gather
your belongings and move to the next station.

First Guided Reading Workstation:

Pre-reading: Today we are going to be reading a book called Owl Moon by Jane Yolen, but
before we dive into the reading, I want us to think about some comparisons we can make
about an owl to a moon.
 Can somebody think of a simile to describe how an owl might compare to the moon?
Call on a student or two to answer
 Now can somebody give me a metaphor for such? Call on 1-2 students to answer. I
like the start to how you guys are thinking about using similes and metaphors.
 Similes and Metaphors add depth to any story or writing. Figurative language allows
the author to compare two things that would not normally relate, and then these two
things make sense in the realm of language. Jane Yolen does just this throughout the

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 Owl Moon story and I want you to be thinking about the meaning behind each simile
and metaphor you find.
 Each of you will be reading silently, but as you do, pay close attention to the various
uses of similes and metaphors throughout the story.

Reading:
 We will read the book independently with each student following along. About half-
way I will pause students wherever they are and have a small discussion about the
similes and metaphors in the book and their meaning.
 While the students read I will be observing and monitoring to make sure they are
staying on task and reading along, partaking in the reading and engaged. I will do so
by having every student read and listening to how they respond.

Responding
 Grand Conversation: natural response
o How did this book make you feel? Did you like/dislike it? Why?
o How would you feel if you were inserted into the story?
o How do you think the similes and metaphors you found enhanced the text or
pictures?
 Question for student response:
o Now that we read the whole story, in what ways do you think the comparisons
in the story made the story better and why do you think so? How might the
story be different if there were no comparisons?
 Exploring
o I will first start by turning to the first page and picking out the simile “the
trees stood still as giant statues” and explain why this is a simile and why
Jane Yolen decided to compare these two things and what this comparison
means in order to model what I am about to have them do. Then I will
provide each student with a sticky note. There were quite a bit of examples of
both similes and metaphors in this story, but I would like each of you to go back
in the book and try and pick out one simile or metaphor that you really liked
and write down on the sticky note I gave you. Allow a short amount of time for
students to do so. Once the students have them written down, I will ask
students to read what they wrote and arrange them into categories
(Similes/Metaphors on a T-chart, but not labeled yet). As you can see I
compiled a list of the comparisons you found in the story. How do you think I
should label these columns? Students should be able to say Similes and
Metaphors, but if they need more prompting try and point out the differences
of comparisons and why. Then move naturally into discussion. What is it that
makes this sentence a simile/what is it that makes this sentence a metaphor? In
what ways can we describe the comparisons and why they may be literal/non-
literal? Now who can tell me what their simile or metaphor means? What is
Jane Yolen comparing? Why do you think she is using these comparisons? How
does this type of language, comparative/figurative language, influence your
own understanding of the text in this story?

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  Applying
o This story, Owl Moon used a lot of comparisons to show just how different
things can relate to another and you can find a lot of similes and metaphors
throughout every book you read and in life. So, what I want you to do later
when you guys are silent reading at the end of the day, try and find a simile
and/or a metaphor in the book you are reading. Raise your hand and let me
know what you found later and what that comparison means in your story.

Second Guided Reading Workstation:

Pre-Reading: Today we are going to be exploring and reading a few poems that I have
marked out for you in this book called Where the Sidewalk Ends by Shel Silverstein. Since we
are talking about similes and metaphors and how different things compare, I want you to
keep an eye out for the various comparisons Shel Silverstein uses in these poems and how you
might be able to identify the differences between the similes and metaphors.

Reading:
 I will start by modeling how I would like them to read through a poem and label the
specific simile/metaphor they found.
 I would like you to independently read through the poems that are marked by the
sticky notes in each of your books, as you do so, use the little sticky notes I have on the
table to label the similes and metaphors you find. Choose one color for similes and
another for metaphors.
 While students read and explore the various poems, I will be observing and
monitoring their reading by making sure they are staying on task and partaking in
the reading, engaged, and placing sticky notes in their text.

Responding:
 Students will discuss their natural response to the poetry.
o Did you like these poems?
o Which one was your favorite? Why?
o Have you read any poetry like this before?
o Were there any comparisons that you never heard before?
 Questions for student response:
o In which poem did you find the most examples of similes or metaphors?
o How did you know if the sentence was a simile or a metaphor?
 Exploring
o Looking back into the text, find one poem that stood out to you and examine
the simile or metaphor used in that poem and tell me why it is identified as such
and the meaning behind the comparison. And then what I want you to do is use
one of the similes or metaphors used in that poem and create your own short
poem. It does not have to be a very long poem, a few lines are okay, but it has to
make sense and use a simile or metaphor.
 Applying

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 o These poems in Where the Sidewalk Ends used a lot of comparisons to show just
how different things can relate to another and you can find a lot of similes and
metaphors throughout every book you read and in life. So, what I want you to
do later when you guys are silent reading at the end of the day, try and find a
simile and/or a metaphor in the book you are reading. Raise your hand and let
me know what you found later.

Simile & Metaphor game workstation:

 Students working in this station will be working with a game board with cards each
having an example of a simile, a metaphor, or neither. The students will have same
pieces and each take turns flipping over cards and reading the sentence and they
figure out what their sentence is and move to the closest spot on the board that
reflects their answer. Once they have finished the game, if there is time, they will
work on writing out each example of the cards they “won” and explain the things
being compared in that sentence, and what images that sentence creates in their
minds.

Writing Workstation:
 Partner up and develop a writing about their favorite movie/song, they can choose
whatever they like, but they have to develop a paragraph or poem that contains at
least two similes and/or two metaphors. I will remind them that by the end of their
time at this station they should have at least one paragraph completed for me. I will
also motivate them by explaining I might display a few of the really good ones or
share with Miss Corn the exemplary paragraphs. If any of the groups finish early
then they can develop another paragraph/poem about their favorite foods.

VII. Check for understanding

 I will be continually checking the students understanding on whether they can
explain and identify similes and metaphors and the differences between the two, as
well as how they answer my questions, and how each student is engaging in the
lesson. I will be walking around when permitted, constantly observing the students
looking for how they collaborate, the amount of engagement, and their
understanding of what these types of figurative languages are. If any students at any
point do not understand what a simile or metaphor are, then I will stop them and
explain it again and figure out what they are confusing.

VIII. Review learning outcomes / Closure

Now that we have a good understanding of what a simile and a metaphor are, and the
difference between the two, I am going to put you to the test. We are going to be listening to
some songs that use either a simile or a metaphor and I am going to pause the video and you
are going to tell me whether they used a simile or a metaphor in their lyrics. But first, who can
remind the class what a simile is? Call on a student to answer. Good, a comparison that used
the words “like” or “as.” And now who can tell us what a metaphor is? Call on another
student. Right, a comparison between two things that are not similar, not using the words

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“like” or “as,” so the comparison is more direct. Now that we reviewed that, let’s start the
video, and you have to pay attention, or you might miss the simile or metaphor. Play the
video, pausing after each song clip to let students respond naturally on whether the artist is
expressing a simile or a metaphor.

PLAN FOR ASSESSMENT

 Throughout my time with the groups in guided reading, I will be observing and
monitoring behavior to make sure they are staying on task and truly reading the
text, as well as engaging in the activities they have to complete.
 The T-chart, the poems, and the paragraph writings will reveal to me how well they
understand similes and metaphors, and the differences between the two.
(CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS

 Was the lesson developed enough for the students to understand?
 Did the students classify and identify similes and metaphors properly?
 How were the students actively engaged while reading the story and the
workstation activities?
 Were the students capable of comprehending the differences between simile and
metaphor?
 Did the students understand enough of the information to participate in the closing
activity?
 Was this lesson too difficult for students struggling with new information/ was
there enough support?
 Did I use the knowledge I have, to the best of my ability, to teach the students
successfully?
(CAEP K-6 3.b)

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Group one: Owl Moon Group one: Owl Moon
Cadence Merick
Ian Carson
Miah Alex
Aidyn Ean
Layla Lanna
Mckinzie Raziyah
Ethan Lexton

Group two: Poetry Group two: Poetry

Zoey Samantha
Blake Damion
Landon Braden
Aiden Lily
Joey Luther
Sylas Alexis
Therrin Danni
Ana Donna
Audry Zaige

Group three: Owl Moon Group three: Owl Moon

Logan Logan
Austin Denise
Abigail Lily
Kyla Eli
Koby Aiden
Blake Jayceon
Izzy
Jazzy