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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
● 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
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).