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    Metaphor Lesson Plan

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    This lesson plan teaches third grade students about metaphors. The objectives are for students to define metaphors, give examples of why authors use them, identify metaphors in poems, and create their own poem using metaphors. The lesson begins with activating prior knowledge about similes and providing examples of metaphors. Students will then analyze poems and songs to identify metaphors. Finally, students will write their own poems using metaphors and share them. The lesson considers ways to support diverse learners and assesses student understanding formatively and summatively.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Metaphor Lesson Plan

    Uploaded by

    api-316482781
    788 views4 pages
    This lesson plan teaches third grade students about metaphors. The objectives are for students to define metaphors, give examples of why authors use them, identify metaphors in poems, and create their own poem using metaphors. The lesson begins with activating prior knowledge about similes and providing examples of metaphors. Students will then analyze poems and songs to identify metaphors. Finally, students will write their own poems using metaphors and share them. The lesson considers ways to support diverse learners and assesses student understanding formatively and summatively.

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    This lesson plan teaches third grade students about metaphors. The objectives are for students to define metaphors, give examples of why authors use them, identify metaphors in poems, and create their own poem using metaphors. The lesson begins with activating prior knowledge about similes and providing examples of metaphors. Students will then analyze poems and songs to identify metaphors. Finally, students will write their own poems using metaphors and share them. The lesson considers ways to support diverse learners and assesses student understanding formatively and summatively.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    788 views4 pages

    Metaphor Lesson Plan

    Uploaded by

    api-316482781
    This lesson plan teaches third grade students about metaphors. The objectives are for students to define metaphors, give examples of why authors use them, identify metaphors in poems, and create their own poem using metaphors. The lesson begins with activating prior knowledge about similes and providing examples of metaphors. Students will then analyze poems and songs to identify metaphors. Finally, students will write their own poems using metaphors and share them. The lesson considers ways to support diverse learners and assesses student understanding formatively and summatively.

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    © All Rights Reserved
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    Lesson Planning Form for Accessible Instruction Calvin College Education Program

    Teacher

    Kristen Brink

    Date

    Subject/ Topic/ Theme _______Metaphors______

    Grade ______3_________

    I. Objectives
    How does this lesson connect to the unit plan?
    The students are learning about poetry and poetic devices including figurative language. Metaphors can help give a more vivid idea of what the author intends while
    using a simple description. Metaphors allow for creativity and imagination, like many of the other figurative language devices we are learning about. Using metaphors
    can make reading and writing poems much more interesting and fun.
    cognitiveR U Ap An E C*

    Learners will be able to:

    R
    Ap
    An
    C

    Define metaphor as comparing two unlike things without using the words like or as.
    Give at least one example as to why authors use metaphors in their works.
    Identify metaphors within a poem.
    Create a poem using several examples of metaphors throughout.

    physical
    development

    socioemotional

    X
    X
    X
    X

    Common Core standards (or GLCEs if not available in Common Core) addressed:
    RL 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
    RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
    RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity
    band independently and proficiently.

    W3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

    W3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

    W3.6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and
    collaborate with others.

    RF.3.4: Read with sufficient accuracy and fluency to support comprehension.

    RF.3.4.A: Read grade-level text with purpose and understanding.

    RF.3.4.B: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

    RF.3.4.C: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

    L.3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    L.3.2.A: Capitalize appropriate words in titles.

    L.3.5: Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
    (Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
    write the name(s) of the learner(s) to whom it applies.)
    *remember, understand, apply, analyze, evaluate, create

    II. Before you start


    Identify prerequisite
    knowledge and skills.

    The students should know many different types of figurative language.


    The students should know how to find text evidence within a piece of work.

    Pre-assessment (for learning): Be able to identify the five characteristics of poetry

    Outline assessment
    activities
    (applicable to this lesson)

    Formative (for learning): Give examples of metaphors that they know.


    Formative (as learning): Go through poem and identify metaphors and what they mean.
    Summative (of learning): Write examples of their own metaphors in their own poem.

    What barriers might this


    lesson present?
    What will it take
    neurodevelopmentally,
    experientially,
    emotionally, etc., for your
    students to do this lesson?

    1-19-13

    Provide Multiple Means of


    Representation
    Provide options for perceptionmaking information perceptible

    When giving examples of


    metaphors, make sure the
    students know what the
    meaning is (ask them if
    someone can explain
    what it means)

    Read the poems out loud

    Ask the students if they


    have questions regarding
    figurative language or
    content of the poems

    Provide Multiple Means of


    Action and Expression
    Provide options for physical actionincrease options for interaction

    For people who need


    extra help in
    comprehension or
    decoding, I will have
    them sit with me in order
    that they can focus better
    and have extra support

    Provide Multiple Means of


    Engagement
    Provide options for recruiting
    interest- choice, relevance, value,
    authenticity, minimize threats

    Materials-what materials
    (books, handouts, etc) do
    you need for this lesson
    and are they ready to
    use?

    How will your classroom


    be set up for this lesson?

    Provide options for language,


    mathematical expressions, and
    symbols- clarify & connect
    language

    Have them ask a friend or


    teacher if they are
    unfamiliar with a word or
    phrase

    Provide options for expression and


    communication- increase medium
    of expression

    Read the works out loud


    and also have them read
    it to themselves before
    they start searching for
    metaphors

    Provide options for sustaining


    effort and persistence- optimize
    challenge, collaboration, masteryoriented feedback
    Allow them to talk with
    neighbors if they need or
    help or arent sure if it is
    a metaphor

    Provide options for comprehensionactivate, apply & highlight

    Have them highlight


    examples of metaphors
    within the poem

    For every highlighted


    example they should
    write what it means in the
    margins

    Provide options for executive


    functions- coordinate short & long
    term goals, monitor progress, and
    modify strategies

    Provide options for self-regulationexpectations, personal skills and


    strategies, self-assessment &
    reflection
    Make sure they know
    what things are being
    compared within each
    metaphor.

    Elmo
    The Metaphor Family poem (25 copies)
    Ill Make a Man Out of You (25 copies)
    Metaphor worksheet (25 copies)
    Chromebooks
    Highlighter
    The classroom will be setup as it is normally; the students will either be working at their desk
    or at a table with me if they need help.

    III. The Plan


    Time

    Components
    Motivation
    (opening/
    introduction/
    engagement)

    Development
    (the largest
    component or
    main body of
    the lesson)

    1-19-13

    Describe teacher activities


    AND
    student activities
    for each component of the lesson. Include important higher order thinking questions and/or
    prompts.
    Ask them what they know about similes.
    They should be able to give many
    o What are some examples? What
    different examples of similes.
    do they do?
    o A simile is a comparison using
    like or as
    o The ball streaked across the
    field like a meteor, As quiet as
    a mouse, As quick as
    lightning
    Explain that a metaphor is very similar to
    Be able to identify the difference between
    a simile; they are like cousins. It is a
    a simile and a metaphor.
    comparison between to objects, however it
    does not use the words like or as.
    o A simile would say, Her cheeks
    are like polished apples.
    o A metaphor would say, Her
    cheeks are polished apples.
    Give some examples of common
    Brainstorm and think of ways to explain
    metaphors and ask what they think it
    the given metaphors.
    means.
    o For example, the ground is
    o There is a blanket of snow
    covered in snow; my legs were
    outside.
    tired from racing; it is raining
    o My legs were rubber bands as I
    really hard outside.
    raced around the school.
    o It is raining cats and dogs

    Closure
    (conclusion,
    culmination,
    wrap-up)

    Explain that using metaphors is an


    effective way to make writing more
    interesting and forces the reader to use
    their imagination
    Explain that metaphors are common; they
    are a very popular form of figurative
    language. They are used in every day
    language, poems, and stories.
    Put The Metaphor Family poem under
    the Elmo and read have a volunteer read it
    to the class. Handout a copy to each
    student as well. When finished reading ask
    them how many metaphors they can find
    in the poem and to highlight each one that
    they see. Start from the beginning and
    highlight each one as they go through it.
    Handout out the lyrics to the song Ill
    Make a Man Out of You. Play the song
    and have them sing along with it the first
    time. Then have them go through and
    highlight the similes AND metaphors.
    There are examples of both, make sure
    they can distinguish between the two.
    Handout My Selfie Poem worksheet.
    Read the top together. Read through the
    instructions and the example. Once
    finished, ask them if they have any
    questions.
    Once we go over everything, they will be
    able to get their Chromebooks from the
    back and begin writing their poems on
    googledocs.
    Explain to them that when they finish
    writing their poem, they can add pictures
    and have a friend edit it to look for
    punctuation or spelling mistakes. Once
    they have done that, Remind them that the
    document needs to have a title and their
    name must be on it somewhere. They are
    then allowed to print it.
    Gather the students at the back carpet and
    have them share their poems one by one.
    Have the students put their poems in their
    poetry folder.

    Read The Metaphor Family together


    and then read it to themselves. Highlight
    the metaphors that you see and then
    identify what it means.
    Go through the worksheet together and
    check your work.
    Sing along with the song Ill Make a
    Man Out of You and then go through and
    identify the metaphors and similes in the
    song.
    Go over it with a partner, and then with
    the class.
    Read the top paragraph on My Selfie
    Poem worksheet. Understand what you
    are supposed to do and ask questions if
    you have one.
    Go to the back and get Chromebooks and
    begin working on your poem.
    When finished, have a friend edit it to
    look for punctuation and spelling
    mistakes.
    Make sure the document is titled and has
    your name on it, then they can print it.

    Go to the back of the room and share


    some of the poems.
    Put the poems back in poetry folders.

    Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
    for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
    process of preparing the lesson.)

    1-19-13

    I think it will be hard for them to distinguish the difference between a simile and a metaphor, so I think it is important right away to
    tell them why they are similar and different. Many students will struggle with this, but as long as they know from the beginning that
    they are similar, I think they will be less frustrated.
    The poem is very straight forward, so I think it is a good activity to start out with. The metaphors in that poem will be easy to
    identify and explain. However, the lyrics to Ill Make a Man Out of You are a little bit more difficult, but it is also a good test to
    see if they know the difference between a simile and a metaphor.
    The My Selfie Poem is something that I think they will enjoy because they will be able to take a picture of themselves on their
    Chromebooks and then make a poem about themselves. They will be forced to compare themselves to different animals and objects
    without using the words like or as.
    This routine of going over a worksheet and then writing on their Chromebooks have become very familiar in the classroom, so I
    think things will be able to go very smoothly.

    1-19-13

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