Metaphor Lesson Plan Document

Student Teacher Name: Abby Sears (Ms. Sears)

Title of lesson (if applicable): Metaphors in Language, and Art

Days needed for unit/lesson: 7 class periods needed

Big Idea(s): Literature and Art

How can the two be connected? Can we connect novels with artwork? These
questions will be discussed and the answers will be discovered in a challenging yet
fun way in this lesson plan!

Essential Questions:
1. How can figurative language influence my art?
2. What is a Metaphor?
3. Can I illustrate a metaphor?

Culture and Context

● Students are in 7th grade and are between the ages 11 and 12
● Class time is 50 minutes long
● The class will take place at Cimarron Middle School in Parker Co. There are two
7th grade classes that will be taught this lesson. The first class size is 23 students,
the second class size is 21 students. There are enough table and chairs for students
to have ample working space on this project. 3 students overall are on the Autism
spectrum (High Functioning, no need for a para) and may require a greater amount
of help or instruction. These two classes are not rowdy and are generally well
behaved. I will use my microphone projector in order for all students to hear me, if
hearing becomes an issue.
● These students were given an assignment to read a fictional book in their
Language arts class (the book list can be found below); and the students will have
to write a paper afterwards about literary devices, such as personification, imagery
and similes, which were used in the novels (See under Vocabulary section). This
lesson will help students both creatively and academically. This lesson blends two
classes together, Language Arts, and Art; creating a fun connection that the
students can learn from. According to studies and research this age group is also
beginning to think more abstractly and can understand more sophisticated
language. Therefore, this lesson will be an enjoyable challenge for the students.
● In this lesson plan, students will be required to find a metaphor from the book
they chose to read in their Language Arts class. From there the students will have
to create an illustration based on that metaphor. An example of a metaphor a child
may choose to illustrate would be: “Annemarie recognized him as the one she and
Ellen always called, in whispers, "the Giraffe" because of his height and the long
neck that extended from his stiff collar.” - Number the Stars In this example a
possible outcome could be that the student decided to draw a giraffe in a suit, so
the student would be illustrating the metaphor and using personification to do it.
Example image:

Book and Metaphor Examples:

● Bridge to Terabithia
● Gossamer
● To Kill A Mockingbird
● The Outsiders
● The Giver
● Hatchet
● Wonder
● A Summer To Die
● Where the Red Ferns Grow
● Number the Stars
● Lord of the Flies
● Matilda
● Animal Farm
 ● Esperanza Rising
● Tuck Everlasting
● The Cay
● Fahrenheit 451
● “The sun in the west was a drop of burning gold that slid near and nearer the
sill of the world” - Lord of the Flies
● “The parents looked upon Matilda as nothing more than a scab” - Matilda
● You never really understand a person until you consider things from his
point of view… until you climb into his skin and walk around in it” - To Kill
A Mockingbird
● “The hand reaching out to her was a light from above” - Gossamer
● “The sun was dropping fast now, a soft red sliding egg yolk, and already to
the east there was a darkening to purple” - Tuck Everlasting

Objectives:
● Students will display understanding and comprehension of what figurative
language is and how it can be used in art.
● Students will create an art piece based on a metaphor from a book. (Students
may create their own metaphor if they can prove to me their understanding
and have a thoroughly thought out idea)
● Students will be able to relate their art pieces to discussions in their
Language Arts classes.
● Students will have a deeper understanding of artworks relating to literary
devices such as figurative language.

Colorado Visual Arts Standards:

● Standard 1. Observe and Learn to Comprehend

○ 1. Analyze works of art and apply the language of visual art and
design to infer meaning.
○ 2. Recognize and interpret works of art through the lens of time, place
and culture.
○ 3. Employ concepts, issues and themes from other disciplines to solve
visual arts problems.
 ● Standard 2. Envision and Critique to Reflect
○ 1. Determine meaning from works of art and design using visual
literacy skills such as interpretation, negotiation, appreciation and
selection.
○ 2. Utilize appropriate vocabulary in the critical analysis of works of
art.
● Standard 3. Invent and Discover to Create
○ 1. Plan, anticipate outcomes and use feedback to grow as an artist.
○ 2. Demonstrate technical skills and processes to achieve desired
results.
○ 3. Utilize current and available technology as a primary medium to
create original works of art.
● Standard 4. Relate and Connect to Transfer
○ 1. Investigate how artists, designers and scholars narrate their social
context.
○ 2. Identify where the visual arts and artistic thinking are present in the
real world.
○ 3. Communicate messages about societal problems through the
creative process.

Material List:
● Students sketchbooks (44 in total, both classes)
● 6 required thumbnails sketches from each student
● Pencils (at least one per student)
● Fine tip pen/ marker (at least one per student)
● Bristol oil pastel paper for final piece 11x 14(at least 50 sheets)
● Oil pastels (2 packs for every table, 12 packs total)
● The students book they chose to read, in order to reference back to their
metaphor
● Projector
● Laptop
● Aprons (50 total) if students wish to use them
● Sponges (12 total) to wipe down tables
Artists to cover in lesson:
● Salvador Dali - The Persistence of Memory
● Edvard Munch - The Dance of Life
● Faith Ringgold - Tar Beach
● Rene Magritte - Les Amants (Lovers)

References:
● The Persistence of Memory by Salvador Dali
● The Dance of Life by Edvard Munch
● Les Amants (Lovers) by Rene Magritte
● Tar Beach by Faith Ringgold
● Yardsticks Children in the Classroom Ages 4-14 By Chip Wood
● https://rimproductions.wordpress.com/2012/12/10/using-visual-metaphor-in-
the-classroom/
● https://i1.wp.com/fritsahlefeldt.com/wp-
content/uploads/2018/02/watercolor-animal-giraffe-man-in-suit-artwork-by-
frits-ahlefeldt.jpg?fit=938%2C1250&ssl=1

Art Vocabulary:
● Metaphor: a figure of speech in which a word or phrase is applied to an
object or action to which it is not literally applicable.
● Simile: a figure of speech involving the comparison of one thing with
another thing of a different kind, used to make a description more emphatic
or vivid
● Literary device: a technique a writer uses to produce a special effect in their
writing
● Personification: the attribution of a personal nature or human characteristics
to something nonhuman, or the representation of an abstract quality in
human form
● Figurative Language: when you use a word or phrase that does not have its
normal everyday, literal meaning

Instructional Set:
Day Before start of project:
● I will ask the students to bring in the books they are reading in their
Language Arts class because tomorrow’s project relates to them. This will
be their homework assignment.
Day 1, Class 1 goes from 1:00 to 1:50 Class 2 goes from 1:55 to 2:45
● 12:55 bell rings dismissing students from class, they have 5 minutes to get to
their next classes
● In these five minutes I will set up my projector for the slideshow I will be
presenting, I also have to rewrite the days objectives on the whiteboard, after
I finish I will begin welcoming students into class by the door.
● Class starts at 1:00, all students are expected to be in the class, in their seats
by then. I will be standing by the door welcoming in everyone into class,
once the bell rings I will close my door and anyone that comes in after the
bell is required to have a pass.
● 1:01 I will say hello to my class as a whole and explain that today we are
starting a new project. I will ask them to get out the books I asked them to
bring in, for their homework assignment. For those students who forgot I say
that I will help them collectively after I finish explaining to the whole class
what the plan is.
● 1:06 I will pose the question, “What is a literary device? Students may have
answers they may not, but I will take answers and then display on the
projector the definition. Next up I will ask if they know what figurative
language is and if anyone can give an example. The next slide will be the
definition and an example. Finally, I will ask what a metaphor is and then
when they answer, or not, move onto the next slide with the definition. Now
that we have established a basic understanding, I will present to them their
assignment.
● 1:12 I will tell them that they will be creating illustrations based on a
metaphor found in the books they are currently reading. So, for the next 15
minutes they can go through their books in order to find examples of
metaphors and write them down in their sketchbooks.
● During these 15 minutes I will address those students who left their books at
home and allow them to go to the library to see if they can borrow a copy of
the book. They will go as a group with a pass and be expected to return
 within 10 minutes, they must be back in class by 1:25 in order to hear the
next set of instructions.
● 1:27 I will begin talking about the next set of instructions. Students will take
the metaphors they wrote down and have to create at least 6 thumbnail
sketches, illustrating some of the metaphors they found in their sketchbooks.
● 1:30 once I am done explaining, the students are free to start drawing their
thumbnails for the rest of class.
● 1:45 I will announce that there is only 5 minutes left of class so start
thinking about cleaning up.
● 1:50 The bell will ring dismissing students from class
At 1:55 my next class will come in and I will repeat the same steps from the
last class.
Day 2:
● 12:55 bell rings dismissing students from class, they have 5 minutes to get to
their next classes
● In these five minutes I will set up my projector for the slideshow I will be
presenting, I also have to rewrite the days objectives on the whiteboard, after
I finish I will begin welcoming students into class by the door.
● Class starts at 1:00, all students are expected to be in the class, in their seats
by then. I will be standing by the door welcoming in everyone into class,
once the bell rings I will close my door and anyone that comes in after the
bell is required to have a pass.
● 1:01 I will say hello to my class as a whole and tell them I have some
examples of artwork with visual figurative language to show them. I will
start the slideshow.
● 1:03 The slideshow will start off again with the definitions of everything in
addition to the definitions for personification, and simile. Then the
slideshow will transition to artworks by Salvador Dali, Rene Magritte and
Edvard Munch. We will briefly discuss the metaphors behind the images and
then I will move on to show them the book Tar Beach by Faith Ringgold.
Once we finish talking about all of these examples I will explain that they
can continue working on their 6 thumbnail sketches but by the end of class
they need to have one of them approved by me in order to start the large
drawing of it next class (11x14 Bristol Paper).
 ● 1:25 they start working on their thumbnails again and I will walk around the
room to make sure everyone understands what they are supposed to be
doing. I will answer questions and give advice and do what I can as a teacher
to make sure the students are successful. Once students start to finish up
their thumbnails they will have to ask me to look them over and we will
briefly talk about which one they would like to do for their final project. I
will sign off on the thumbnail in their sketchbook.
● 1:45 I will announce that there is only 5 minutes left and if students still
have not talked to me about their thumbnails they need to get them finished
tomorrow so they don’t fall behind on the project. During this time, they
may start to clean up and pack up.
● 1:50 the class bells rings and students may be dismissed
At 1:55 my next class will come in and I will repeat the same steps from the
last class.
Day 3:
● 12:55 bell rings dismissing students from class, they have 5 minutes to get to
their next classes
● In these five minutes I will set up my projector for the slideshow I will be
presenting, I also have to rewrite the days objectives on the whiteboard, after
I finish I will begin welcoming students into class by the door.
● Class starts at 1:00, all students are expected to be in the class, in their seats
by then. I will be standing by the door welcoming in everyone into class,
once the bell rings I will close my door and anyone that comes in after the
bell is required to have a pass.
● 1:01 I will say hello to my class as a whole and tell them to get settled and
take out their thumbnails.
● 1:05 Once everyone is settled and listening I will explain the next steps in
the lesson. For the students who already completed their thumbnails, the
next step is to sketch out their designs on a piece of Bristol oil pastel paper,
in pencil; then they will outline the sketch in a fine tip pen or marker.
Finally, once they are finished outlining, they will use oil pastel crayons to
color the illustration. I do not have any presentations today so their class
time will be used sketching out their illustrations
● 1:10 I will pass out the Bristol Paper to each student
 ● 1:15 Those who still have not showed be their thumbnails will be expected
to finish the thumbnails today or will have to finish them for homework. The
rest of the class will be work time. I will venture around class answering
questions and helping where necessary.
● 1:45 There is only 5 minutes left of class time to think about finishing up
your work for the day
● 1:50 The bell will ring and students will be dismissed
At 1:55 my next class will come in and I will repeat the same steps from the
last class.
Days 4, 5 and 6 will be dedicated to sketching, outlining and coloring. If students
finish before, they will have options for things to keep them busy in class.

Day 7
● 12:55 bell rings dismissing students from class, they have 5 minutes to get to
their next classes
● In these five minutes I will set up my projector for the slideshow I will be
presenting, I also have to rewrite the days objectives on the whiteboard, after
I finish I will begin welcoming students into class by the door.
● Class starts at 1:00, all students are expected to be in the class, in their seats
by then. I will be standing by the door welcoming in everyone into class,
once the bell rings I will close my door and anyone that comes in after the
bell is required to have a pass.
● 1:01 I will say hello to my class as a whole and tell them that we will be
doing a gallery walk with all of our illustrations. So, take the next 10
minutes to get their artworks placed around the room and then fill out their
self-grading rubric (see attached sheet).
● 1:15 I will tell the students to get up, stretch and start walking around,
viewing everyone's final projects. They will be asked to make notes or
comments in their sketchbooks, about their classmates’ work. They will
walk around and look over every piece for the next 10 minutes. Perhaps
bring in fruit snacks or something.
● 1:26 I will call the students attentions and ask them to return to their seats so
we can discuss the artwork. Can we recognize any metaphors? Can we
recognize any books that these metaphors are from? I will open up the
 discussion to the students asking if they noticed anything or wanted to add
anything to the discussion. If students do not have much to say I will prompt
them by asking how they answered their questions on their self-grading
rubric sheet. The rest of class is devoted to this discussion.
● 1:45 with 5 minutes left of class, students will be asked to clean up the
classroom and handing in their final illustrations.
● 1:50 students will be dismissed from class and will hand me their rubrics as
they are exiting the classroom.
At 1:55 my next class will come in and I will repeat the same steps from the
last class.
Note: All of these blocked times are just speculations. Ultimately, if I go beyond
the specified time for certain areas, the result will be less work time for the class.

Accommodations and Modifications:

Clara is diagnosed with OCD and is a perfectionist when it comes to her
work. She won't be able to complete her 6 thumbnail sketches on time because of
her OCD so she is only required to brainstorm 6 ideas and then illustrate 2 of them
for her thumbnails.
Austin is diagnosed with Autism and requires a lot more direction and help
focusing. He may need extra time to complete the project which he can receive by
coming into class before school starts, staying after school, coming in during his
lunch hour or bringing his assignment home to complete as homework. The 2 other
students on the spectrum may have the same accommodations.
Final period contains 5 boys who all transferred into class as a group. They
are rowdy and often need redirection. They should be separated at different tables
until they can prove they can diligently work while sitting with their friends.
Individuals who continue having issues can be sent to the reflection table where
they can continue working by themselves facing away from the rest of their
friends. Further disruptions will have to be addressed by sending the students to the
office or guidance counselor.

Assessment and Evidence of Learning:

Teacher’s Rubric
Exceptional Put in the effort Needs Improvement No Effort

Student displayed an Student fully Student understands Student has the After the completion
understanding and understands what different forms of basic understanding of this lesson the
comprehension of figurative language figurative language of figurative student still cannot
what a figurative is and can not only and can distinguish language but might give examples of
language is and distinguish them in them in literature not be able to literary devices in
how it can be used books and art, but and their artwork distinguish them literature or their art
in their own art. can create examples apart or recognize in
on their own to be their art
used in their artwork

Students created an Artwork is Artwork was Artwork was Artwork was not
Illustration based completed with completed, completed but is created or not
on a metaphor. representation of metaphor is lacking a clear completed
metaphor. Creativity represented. visual representation
and technical skills Creativity and of a metaphor
are visible in the technical skills
final product could be improved

Student has a Student successfully Student has a Student participates Student does not
discussion about pushed the successful but still cannot fully participate in gallery
books, metaphors discussion forward discussion and helps discuss the meaning walk or discussion
and their artworks with their push the discussion of their art or
in a gallery walk observations and further figurative language
setting comments and
critiqued other
students in a
positive way

Student will have a Can look at artwork Can properly Can see the Cannot see
deeper and see if it is distinguish figurative language figurative language
understanding of displaying figurative figurative language in different artworks in artworks
artworks that use language, and can in art if asked to do but cannot
visual figurative distinguish what so distinguish them as
language kind what they are

Student’s Rubric:
(See attached document)

Attachments/ Evidence:
(See attached document)