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edTPA Lesson Plan

Name Brynn McLaughlin

Lesson #, Lesson Title 2 of 6, Similes and Metaphors

Date and Day of the Week Tuesday, March 17, 2020

Grade Level and Class 4th Grade

Period and Length 45 minutes

Materials Needed simile and metaphor YouTube video, Smart


Board, chart paper, markers, simile examples,
metaphor examples, computer paper, colored
pencils, crayons, glue, construction paper

Standards and Objectives

Standards:
CCSS.ELA-LITERACY.L.4.5.A
Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in
context

Learning Objectives:
Content objective: Students will be able to identify the differences between a simile and
metaphor by underlining the key words in each type of sentence.
Content objective: Students will be able to write their own examples of similes and
metaphors based on the examples given during the lesson.
Language objective: Students will be able to explain the difference between the types
of figurative speech using proper vocabulary such as “like or as”.
Language objective: Students will be able to identify similes and metaphors while
reading or writing a text

Central Focus:
Understand the difference in the two types of figurative language (simile and
metaphor).
Academic Language Demands:
To help the teacher evaluate if students understand the lesson, there are many
language demands that should be met. Students will be learning new vocabulary
words to help them understand the lesson. The lesson is all about similes and
metaphors. Students will use their prior knowledge from the first lesson of figurative
language to help during this lesson. The first lesson of this unit is about the difference
between figurative language and literal language. The students will be learning about
how to identify figurative language in text. Students will be able to read the words from
the board, along with a sentence that goes with the word. Students will be able to sort
the phrases into the correct categories based on their knowledge. The students will
also be able to hold a conversation about similes and metaphors. Students will be able
to explain the difference between the two figurative languages. Students will be able to
hold conversations while giving examples of similes and metaphors. Students will also
be able answer questions while using prior knowledge words and new words taught in
this unit.
Prior knowledge words:
Figurative language
Figure of speech
Like
As

New words:
Simile
Metaphor

Assessments Related to this Lesson:

● The teacher will use informal assessment as the students explain why they put
the examples on each side. The teacher will observe the students and listen to
their responses. The teacher will have specific words they are looking to hear in
the answers.
● This will act as an exit ticket for the lesson. The students will hand in the
drawings and sentences to the teacher to check over. This will allow the teacher
to see if the students understand what the lesson was teaching.
● The students will check to make sure their sentences are correct before drawing
the picture so that the teacher can assess that they understand what was
taught. This allows the teacher to check to make sure the students understand
the difference between the two being taught.
Instructional Strategies and Learning Tasks that Support Student Needs

Time Action Rationale:

Launch (Motivation) The teacher will start the


1. The teacher will ask the class if they lesson by activating the
remember what literal language is students prior knowledge.
5 2. The teacher will then ask the class if they The teacher will review
minute remember what figurative language is the two types of language
s a. The teacher will remind them to that were talked about in
think of the prior lesson that was the prior lesson. This
taught the day before. helps activate the
b. The teacher will allow the students students prior knowledge
30 seconds to think before calling and memory before going
on someone. into the new lesson.
c. Multiple students will be called on Constructivist theory
to get a variety of answers from plays on students' prior
the class. knowledge to help make
3. The teacher will then tell the class that connections. The teacher
they will be learning about two different is doing a wait time of 30
types of figurative languages, similes and seconds because
metaphors anything more than that
a. “Similes are comparisons using may lose the students
like or as” focus. The wait time gives
b. “Metaphors are comparisons to an the students enough time
object it is not literally” to think of an answer but
4. Teacher will play the YouTube video will not have them waiting
a. https://youtu.be/uoSBVNUO2LU too long. The video is
something that will help
get the students'
attention. It is less than 3
minutes so that the
students do not lose
focus.
Instructional Procedure The teacher will hold a
1. After the video ends, the teacher will class discussion about
discuss the video with the class. the video to see how
20 a. During this discussion the teacher much the student
minute will ask questions such as: comprehended from it.
s i. “What is a simile?” The teacher will ask the
ii. “What is a metaphor?” students guiding
2. The teacher will then put up the questions after the video
PowerPoint of similes and metaphor to help lead the
examples discussion. The teacher
a. The PowerPoint will contain will teach the class the
examples of similes and differences between
metaphors such as: metaphors and similes.
i. “Cold as ice” The teacher will use a
ii. “As tough as nails” PowerPoint to help give
iii. “Light as a feather” the students visuals and
iv. “The snow is a white to show the key words by
blanket” underlining them. When
v. He is a shining star” the PowerPoint is
vi. Her long hair was a flowing reviewed, the class will
river” work on filling in a T-
b. The teacher will review each Chart of metaphors and
definition along with the examples similes. The teacher is
c. While the teacher reviews the using a T-Chart to have
examples, they will underline the the students sort the
key words in the similes examples. This allows the
i. like /as students to have a visual
1. These words will be up in the classroom even
underlined to after the lesson is over.
demonstrate to the The students will receive
class that these a physical copy of the
words help show examples that are being
which type of taught in the lesson, as
figurative language well as having the
the sentence is. examples on the board.
d. At the end of the PowerPoint there The students will be able
will be 10 examples on the last to refer to this as they are
slide. working on their book.
i. “That dot is as big as a The students will be
horse!” working on the T-Chart as
ii. “Jenny is as quiet as a a class. This allows them
mouse.” to hear and see their
iii. “That man is over the hill.” peers reasons for the
iv. “Steve turned as white as a placement of the
ghost when his father example. The students
caught him!” are able to ask questions
v. “That car is a boat!” to each other and the
vi. “Her singing sounds like a teacher as the chart is
cat dying.” being filled. The teacher
vii. “His shoes are skis!” can also observe the
viii. “It’s as hot as an oven in students as the chart is
here.” being filled, asking them
ix. “My room is a hazardous questions such as “how
zone!” do you know it is a
x. “She is as sharp as a tack.” simile?”
e. The teacher will direct the classes
attention to the T-Chart on the
board
i. One side of the T-Chart will
be similes and the other
side will be metaphors.
ii. The class will have to help
fill out the chart with the
examples that are on the
board.
iii. The class will will split the
sentences onto the two
sections on the T-Chart
iv. The class will underline the
key words in the examples
that helped them decide
where to put them.

Structured Practice and Application The students will


complete the worksheet
1. The teacher will give the students a on their own so that the
simile and metaphor worksheet teacher can assess them.
15
a. The worksheet will consist of 10 The worksheet is a total
minute
questions of 12 questions, two
s
b. Each questions will have an being to create your own
example of similes and metaphors
c. The students will work on this section. This allows
alone for 6 minutes students to apply what
i. The students will need to they learned during the
underline the key words in lesson to write their own
the questions to show their examples of similes and
answer. At the bottom of the metaphors. The teacher
worksheet students will will review the worksheet
need to create their own with cold calling so that
example of one simile and the students do not know
one metaphor who will be asked to
d. The students will then go over the answer the question. The
answers with the teacher thumbs up, thumbs down
i. The teacher will cold call will be used to see which
students during the review students got the
and ask them to explain questions correct or
their answer incorrect. This also allows
e. Students will use thumbs thumb, the teacher the ability to
thumbs down to agree or disagree review the topic and ask
with an answer the students to explain
i. If a student disagrees, they their reasoning. All of the
will be asked to explain their students will share their
reasoning and show any examples of similes and
words in the question that metaphors to help with
brought them to their the closure of the lesson.
answer The teacher is able to
1. The students will all check the students
share their examples examples to make sure
of similes and they are correct. This also
metaphors with the allows for the rest of the
class class to hear examples
f. When the worksheet is done being they may not have
reviewed, the students will receive thought of.
two pieces of paper

Assessment following Structured Practice The students will be


creating their own
1. Students will be handing in their example examples and drawing a
of a metaphor and a simile. They will picture to go along with
underline the key words in the example. them allows the students
The students will also be handing in the to create. According to
drawing that is done in the closure for Bloom’s Taxonomy
their book. The book will have a rubric students should be able
with it to make sure the students to construct their own
understand what has to be done for it. work. This allows them to
2. Students will also be checking over their think about what the
work with the teacher doing thumbs up answer is and use their
thumbs down. This allows for the teacher knowledge to come up
to see who understands the lesson with ideas.

Closure The students are


creating their own
1. On the paper that the teacher handed out figurative language book
the students will draw a picture that so that they have
matches their simile and metaphor from something to look back at
the bottom of the worksheet to help understand the
a. Students will be creating books differences between all of
filled with examples of figurative them. The book si also
language that they learn in this being used as an
unit. assessment of the lesson
b. The students will draw and color as well as the entire unit.
the pages, while writing the Each lesson in the unit
example on the page. will result in another page
i. Students will need to being added into the
underline the key word book. The book is also
(like/as). something that the
c. When the students are done they students can look back at
will hand their pages in to the and be proud of that they
teacher made.

Planning Commentary
The students in this class all live in a suburban area. The class consists of 13 girls and
12 boys. The majority of the class has attended the same school for the majority of their
lives. They have been in the same classes with each other since kindergarten. The
class is a mix of cultures and languages. The majority of the class has English as a first
language. However, four of the students are English Language Learners. Three of the
ELLs are Spanish speakers and the fourth is an Italian speaker. The central focus of
this lesson is students will be about to identify metaphors and similes orally and in
writing. To help ELLs achieve the central focus of this lesson, many factors need to be
taken into account. These students will be using visuals to help them comprehend what
is being taught. The metaphors and similes will include objects that the students already
know, this allows them to make connections. The examples that are being given in the
class will be related to interest the students have, or including the students names. This
helps keep the focus of the students during the lesson.

This lesson is the second lesson in the figurative language unit out of six lessons.
This lesson comes at the beginning of the unit because students use comparisons
every day in life, even if they do not know it. The first lesson of the unit was an
introduction into figurative language. The students learned what figurative language is in
comparison to literal language. The students will already have skills that are needed in
this lesson from prior years and lessons. The students will know how to read, write and
give oral presentations. Another thing the students will already know how to do is find
and highlight key words in sentences. This allows for the students to spot the difference
between similes and metaphors. The students will also already know how to compare to
things and give an argument why one is a simile and one is a metaphor. The students
may have a gap in knowledge referring to similes and metaphors. They may already
understand the concept of the two, but they might not know the names. The students
could also struggle during the lesson with separating the two. One way that the teacher
is trying to help prevent these errors and misunderstanding is by having the student
underline the like/as in all of the similes. The teacher will also try to help the students
understand the difference between the two by having them explain their reasons and
working based on the reasoning to make the lesson clearer.

This lesson prepares students for future lessons in many ways. The students will
already have the prior knowledge of figurative language. The unit starts with similes and
metaphors as the first two types learned because students will already know about
comparison. This will help the students work towards learning different types of
figurative language that they may not have prior knowledge of. The closure of the
lesson is the students working on their books. The book is a consistent part of every
lesson in this whole unit. The students will be able to recognize this element of the
lesson/unit and know exactly what to do. This lesson is also going to be reviewed at the
beginning of each lesson, to make sure the students are able to tell the difference
between all the types of figurative languages. Examples of similes and metaphors will
also be in future lessons in this unit, to make sure the students can identify them.

Every activity in this lesson builds on each other to help the lesson flow. The first
activity of the lesson is a review of the prior day's lesson. This lesson is an introduction
into figurative language. The review of this allows students to activate prior knowledge
before getting ready to learn a new topic. After the review of the prior lesson, the
teacher asks the students if they have any knowledge of what a simile or metaphor is.
This allows the teacher to assess how much the students already know before the
lesson even begins. The next part of the lesson is watching a video. This allows for
different types of learners to have the chance to visualize and comprehend what is
being taught. The teacher reviews the video with guiding questions to help the student
remember what they watched. After reviewing the video what similes and metaphors
are, the teacher has the class work with a few examples. This allows the teacher the
opportunity to help show the students hints and tricks to help them identify the figurative
languages. After this part of the lesson is completed the teacher allows the students
time to work on their own. This is a great time for the teacher to assess the students
comprehension of the lesson. The teacher is able to walk around the room and help
students who need help or any questions answered. The end of the worksheet the
students are working on they need to create their own examples of similes and
metaphors. This will be used in the closure of the lesson. The students will all be
creating a book for the unit, at the end of each lesson, a new drawing will be added into
the book. The students will use the examples they wrote in their book and they will also
draw a visual for the example.

This lesson meets the needs of diverse learners in many ways. The
lesson starts off with a review, this can help students' memories by switching them into
ELA mode. The teacher plays a video for the class that explains what similes and
metaphors are. The reasoning for this is to help students who learn better visually. The
students will be able to see the two different types of figurative language. Another way
this lesson meets the needs of diverse learners is the physical copies of papers being
handed out to the class. The students will not have to just read the examples on the
board. Some students with bad eyesight are unable to read from the board, and other
students may struggle looking at the screen. The students will work based on their
levels of proficiency or Zones of Proximal Development. This means that some students
may only need to copy down one of the examples for the book. Other students may be
asked to write multiple examples down if the work is finished faster.

This lesson may come across some problems. Some students may already know
about similes and metaphors. This would cause the lesson to drag for them. It is
important that the teacher is able to keep them focused on the lesson and activities.
Other students may not grasp the concepts being taught at all. One way that the
teacher will assess this is by observations and the book. The teacher will be able to look
over the students’ books and assess if they understood what was taught in the lesson.
Other areas that might cause confusion is the T-Chart. While working on the T-Chart,
students may confuse similes and metaphors. If the students switch these two up, the
teacher will remind them to underline the key words (like/as).

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