Teacher Education Lesson Plan Template

Teacher Candidate Brian Lyda Date and Time of Lesson 3/25/13 9:00 am School Springfield Elementary School Subject/Grade Level ELA/3rd Grade (SSCA) Description of Lesson: Students will explore similes and metaphors through songs and texts. They will then write their own examples of these types of figurative language. Lesson Title: Similes and Metaphors Curriculum Standards Addressed: Common Core State Standard(s) ELA: 3.RL.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. National Music Content Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts. Cross Curricular Connections: Students will be listening and analyzing music to aid in the understanding of how writers use nonliteral language effectively. Instructional Objective(s) Criteria: Students will be able to identify and explain similes and metaphors, verbally and in writing, through song and text with 80% accuracy. (Indicator: 3.RL.4) Assessment(s) of the Objectives: Students will be asked to identify similes and metaphors in text presented by writing it on their desks with dry/erase markers. Students will demonstrate the ability to explain the nonliteral language through turn-andtalk strategies. Students will also demonstrate understanding of similes and metaphors, as well as the difference between the two, through a four corners activity. Finally, students will be asked to describe their morning in writing using similes and metaphors for effect.

Materials/Resources: SmartBoard, dry/erase markers, copy of Mean by Taylor Swift (audio and lyrics), copy of Firework by Katy Perry (audio and lyrics), copy of Life is a Highway by Rascal Flatts, copy of writing sheet for each student, labels for the four corners activity, copy of Henry and Mudge: And the Forever Sea by Cynthia Rylant Prerequisites (Prior Knowledge): Social- Students should be able to participate in class and small group discussion in a manner that demonstrates respect for themselves, their peers, and their teacher. Cognitive- This lesson introduces students to nonliteral language; therefore, no prior knowledge of the subject area is necessary. Students should be able to read and comprehend text.

Physical- Students should be able to sit attentively when asked, and they should be able to move about the room safely. Emotional- Students should be able to handle disagreements within discussion groups. Procedures: Introduction: 1. Last week, Miss Lewis briefly talked about something we call figurative, or nonliteral, language. (write this terminology on the board) 2. Today we are going to talk about two specific types of figurative language called similes and metaphors. (write on board) Both of these are used to compare two or more unlike things when writing or speaking. 3. Similes use the words 'like' or 'as' to compare things while metaphors do not use 'like' or 'as'. (Pull out Miss Lewis' pre-made anchor charts on simile and metaphor.) 4. When we speak, read, or even listen to music, we experience a lot of figurative language including similes and metaphors. Demonstration: 1. Write the following sentences on the board: 'Mr. Lyda does not run very fast.' 'Mr. Lyda runs as slow as a snail.' 2. By looking at our anchor charts, I can see that the first sentence does not contain either a simile or metaphor, but the second sentence contains a simile. 3. The second sentence uses the word 'as' to compare two unlike things. In this case, it compares me to a slimy, little snail. 4. Both of these sentences basically mean the same thing, so why do we use figurative language when we write? What makes the second sentence a more effective sentence? Take a minute to think about that. Now I want you to take one minute and turn-and-talk to your neighbor about why we use similes and metaphors to explain things. (Allow discussion for one minute) (thinking/speaking) 5. Could someone please tell me what you and your partner discussed? (Answers may include it sounds better, its funnier, etc.) 6. Using figurative language helps things become more vivid. It helps us create visual images in our mind. Let's do this. Everyone close your eyes and picture Mr. Lyda running slowly. (allow time) Now this time picture Mr. Lyda racing a little, slow snail and losing the race. (allow time) Which one created a more exciting picture? (The second one) 7. We are going to work on recognizing similes and metaphors when they are used in text, but we can also find them in songs. Moving into Guided Practice: 1. We are going to listen to some songs and identify the similes or metaphors used in the songs. I am going to give everyone a marker. When you hear either a simile or metaphor as we listen, I want you to write it on your desk. Then think about what it really means because we know figurative language does not literally mean what it says. Everyone please do not sing out loud the first time so everyone can hear. If we can handle this, we may play songs again and sing along. 2. Miracle, please explain to me what we are getting ready to do. (have her repeat the directions and expectations) 3. Have a helper pass out the markers as I prepare the songs and lyrics on the SmartBoard.

4. Play a piece from Mean by Taylor Swift. After the song plays, place the lyrics on the SmartBoard for all to see. This is done after the song to see if students were following the listening assignment as opposed to reading it on the board. While the song is playing walk around to see if students are writing examples on their desk. (speaking) 5. Identify the first example and explain why it is a simile or metaphor. Take this opportunity to address verbal bullying. The first line states You, with your words like knives 6. How can words be like knives? Do knives hurt us? (yes, they can cut us.) Can words hurt us? If you think words can hurt, give me a thumbs up. I know words can hurt. Sticks and stones can break my bones, but words can never hurt me, is a complete lie. Always remember, what you say can hurt someone more than you ever could physically. Okay, lets move on to the next example. (SSCA) 7. Have students volunteer to identify further examples. If they identify an example, they must explain why it is a simile or metaphor and what it really means. (thinking, speaking) 8. Next play Firework by Katy Perry. Before playing, give the same listening directions as before. (listen for similes and metaphors and write them on the desk) (listening) 9. Before we share with the class this time, turn-and-talk with your neighbor about what you heard. Now will someone share some examples with the class? (speaking) 10. Have students share with the class accompanied by their explanations. 11. Finally, play Life is a Highway by Rascal Flatts. Give the same listening directions as before. (listen for similes and metaphors and write them on the desk) (listening) 12. Have students share and explain following the listening. If students are grasping the concept, move on to the applying stage. If not, try a few more songs. If students have been engaged and respectful, replay one of the songs and allow them to sing along. Applying: 1. Great job guys. Now we are going to do an activity called Four Corners. It is similar to the game you guys play at recess, but slightly different. I am going to put a sentence on the board. I want you to read it, and decide which corner to go to. The corners are going to be labeled. Corner 1 is labeled simile. Go there if you think the sentence contains a simile and be prepared to tell why. Corner 2 is labeled metaphor. Go there if you think the sentence contains a metaphor and be prepared to tell why. Corner 3 is labeled I am not sure because... Go there if you are not sure but you have to give a reason as to what is confusing you. Corner 4 is labeled both. Go there if you think the sentence has a simile and a metaphor and be prepared to explain why. 2. Review the corners again before beginning. Have a student restate rules and expectations. Then prepare to begin the game. 3. Place the first passage from Henry and Mudge: And the Forever Sea by Cynthia Rylant on the board. 4. Everyone read the sentence to yourself. When I say go, slowly and carefully walk to the corner of your choice. If you choose to run or be rough, you will participate from your seat. (give time for reading; read the sentences aloud to accommodate for ELL and lowlevel readers to ensure you are assessing their ability to recognize similes and metaphors) Okay, go and choose your corner. 5. Ask someone from each corner to explain their reason for the choice they have made. 6. Identify the correct choice and explain why. 7. Repeat this process with the second and third passage chosen from the book. 8. Watch students carefully during the process. If students seem to be simply following others, be sure to ask them for their explanations. If students, as a whole, seem to be doing well with this concept, move on to independent practice. If students are still having

difficulty, conference with them first during independent practice. Independent Practice: 1. You guys have done a wonderful job with similes and metaphors. We know that writers use this type of figurative language to help create visual images when reading. I want you to try this as well. I want you to write one paragraph about you and how this morning went for you. In this paragraph, I want you to use at least one simile and one metaphor. For example, I was almost late because there were slow cars in front of me. I could say there were cars driving as slow as molasses. I will take this up so do the best you can. Be creative. If you would like to include an illustration, there is room for you to do so. (writing, visual representation) 2. Pass out writing sheets. Walk around and conference with students as necessary. Be sure to check with those perceived as having the most trouble throughout the lesson. Accommodations:
1 1) If students enjoyed the passages from Henry and Mudge: And the Forever Sea by Cynthia Rylant, they may also enjoy any of the other 10 Henry and Mudge stories in the series by Cynthia Rylant. They may also enjoy Fancy Nancy and the Posh Puppy by Jane O'Connor. Finally, they may enjoy a book about the beach like Oceans by Seymour Simon.

2) If students are having difficulty with similes and metaphors based on the assessment(s) that I gave, I will pull these students during independent reading and work with texts that contain similes and metaphors. If students had trouble simply identifying them, we will concentrate on this during small group instruction. If explaining the similes and metaphors was difficult for the student, we will take examples and use context clues to help understand meaning. 3) I will read text on the SmartBoard aloud to accommodate ELLs and low-level readers. This is to ensure I am assessing their ability to recognize similes and metaphors and not their ability to read.

Song Lyrics Mean by Taylor Swift You, with your words like knives And swords and weapons that you use against me You have knocked me off my feet again Got me feeling like I'm nothing You, with your voice like nails on a chalkboard Calling me out when I'm wounded You picking on the weaker man Firework by Katy Perry Do you ever feel like a plastic bag Drifting through the wind, wanting to start again? Do you ever feel, feel so paper thin Like a house of cards, one blow from caving in? 'Cause, baby, you're a firework Come on, show 'em what you're worth Make 'em go "Oh, oh, oh" As you shoot across the sky-y-y Baby, you're a firework Come on, let your colours burst Make 'em go "Oh, oh, oh" You're gonna leave 'em all in awe, awe, awe Life is a Highway by Rascal Flatts Life is a highway I wanna ride it all night long If you're going my way I wanna drive it all night long

Name ________________________________ Writing with Similes and Metaphors Directions: Write one paragraph describing the events of your morning today. Use at least one simile and at least one metaphor in your writing. Include an illustration to go with your writing at the bottom of the page. _____________________________________________________________________________ _ _____________________________________________________________________________ _ _____________________________________________________________________________ _ _____________________________________________________________________________ _ _____________________________________________________________________________ _ _____________________________________________________________________________ _ _____________________________________________________________________________ _ _____________________________________________________________________________ _ _____________________________________________________________________________ _