CSUMB College of Education Lesson Plan Template

Lesson Title: Similes and Metaphors Lesson Duration: 45 Minutes

Name: Nicole King Subject: ELA (Grammar)

School: Bardin Elementary School Grade: 6th

Class The 6th grade classroom has thirty students. Seventeen of the students are boys and
Description thirteen of the students are girls. All students are of Latino descent. All students are
enrolled in the free lunch program. Fifteen of the students are English Language
Learners (ELLs) and fifteen of the students are Reclassified Fluent English
Proficient/English Only (RFEP/EO). Four of the students: three boys and one girl, are
in the Resource Specialist Program (RSP) receiving services tailored to their specific
needs. Two students receive speech therapy. Students will be enrolled in school for
36 days on the day of observation. Students are familiar with classroom procedures
and routines.

Background The class has been reading literature and students have encountered
Knowledge metaphors and similes through these readings. Students have not been
explicitly taught figurative language in this class yet. Throughout their
elementary school education students should have been discussing and
learning about grammar. However, the COVID-19 pandemic may have hindered
these lessons due to learning online. Therefore students may have basic
understanding of grammar in this lesson or/and may still need practice with
these grammar tools as well. Throughout the lesson the teacher will try to
reference previous experiences and interests students enjoy for engagement
and connection to the lesson.

Standards:
● Content CCSS.ELA.L.6.5a: Demonstrate understanding of figurative language word relationships,
and nuances in word meanings. Interpret figures of speech (e.g., personification) in
● English Language
context.
Development (ELD)

CCSS.ELD.6.A1: Exchange information and ideas with others through oral collaborative
discussions on a range of social and academic topics.

Central Students have been reading literature novels throughout the school year which include
Focus/Learning figurative language. Students have not been explicitly taught types of figurative
Target
language and will benefit in the comprehension of literature by knowing what a simile
and metaphor are. Students will learn what a simile and metaphor are, how to
distinguish between the two, orally practice saying examples of similes and metaphors,
and create their own examples using guidance.

Lesson Learning
Objective/Target Students will be able to define the meaning of similes and metaphors, and
identify examples of these when reading literature. Students will be able to
determine the difference between a simile and metaphor when reading literature
and interpret the meaning. .
Academic Language
Objective Students will be able to use the vocabulary of simile and metaphor and apply this
● Demands
knowledge when having to identify and interpret similes and metaphors from
● Functions examples shown to them. Students will use this vocabulary to come up with
● Forms similes and metaphors with guidance.

Vocabulary: simile, metaphor, compare, like, as

Assessment Plan, The teacher will assess students through observations during individual,
Rubric, and class, and group work. This will be through questions asked during the
Feedback
Procedures After lecture to check for students’ understanding.
Student Work Analysis
Formative assessment: Informally observing/monitoring students when
they are identifying examples of similes and metaphors individually
or with peers. Teacher will observe if students can identify a simile or metaphor
during literature read alouds.

Summative assessment: Exit Ticket with examples of similes and metaphors they
have to identify. Will be graded based on students' understanding of identifying
the difference of similes and metaphors correctly. Students will need to get 6/8
questions correct to demonstrate understanding.
- Later Assessment: During literature read alouds teacher will note when
similes or metaphors are used and have students identify and interpret which
one it is.

Materials ● Video Introduction: https://www.youtube.com/watch?v=sXGhtKJym1U

● Slideshow:
https://docs.google.com/presentation/d/1gsDSMugBuazBILnXN3ozVDTWHwo
94o6R5UoZitunRwA/edit?usp=sharing
● Laptop
● Project/White board
● Paper/Worksheets
● Pencil/Pen
● Exit Ticket Paper
Instruction Teacher does: Students do:
(Identify necessary - In order to gather student
supports/scaffoldin
- Students will respond to
information the teacher will begin engagement questions by
g/ modifications)
by starting the lesson with a raising their hand. Some
question students can respond to. students may raise their hand
For example: asking students to and share past experience of
raise their hand or give a thumbs seeing comparative figurative
Scaffold:
up if they have ever read language in past readings or
Students will comparisons when reading books. past education experiences.
repeat after the - The teacher will also give examples - Students will repeat after the
teacher to help for students to interpret these. For teacher in order to help them
with specific example: “When the text says the clearly state/define what a
simile and man is as tall as a skyscraper, what simile and metaphor example
metaphor does this mean? Or is he actually a is. Repetition will also help
sentence skyscraper (for a metaphor students with sentence
example)?” structure and pronunciation.
structure and
- Once the teacher gathers students' - Throughout the lesson
pronunciation. responses, the teacher will students can make connections
introduce that these comparisons to their own experiences by
are either a simile or metaphor. sharing with a partner or the
[Time Allotted: 10 - The teacher will transition to class. Also students can ask
min] showing a 3 minute video with the questions about the lesson.
students that describes the
difference between similes and
metaphors and even provides
examples
(https://www.youtube.com/watch?
v=sXGhtKJym1U).
- Throughout the video the teacher
will pause to clearly reflect on
these definitions and examples.
During the examples the teacher
will read the examples out loud
and have students repeat after the
examples. The teacher will also
have the students repeat why that
example was either a simile or
metaphor with modeling from the
frame sentence.
- The teacher will check to see if
students are repeating whether the
example was simile or metaphor.
- Example: “He is as tall as a
skyscraper.” Students repeat: “He is
as tall as a skyscraper.” Teacher
references frame sentence “This is
a simile because it uses the words
like or as.” Students repeat: “This is
a simile because it uses the words
like or as. ”
- For the quick quiz questions at the
end of the video, the teacher will
pause the video and have students
discuss this with their partner in
their groups.
Formative Formative assessment: At this point in the lesson, the teacher will be looking for an
(Informal) oral report from students regarding their understanding of similes and metaphors.
Assessment Also looking for an oral report based on participation. Whether students are
demonstrating understanding when answering questions or adding statements and
the amount of students feeling comfortable when participating.

Instruction and/or Teacher Does: Mix Pair Share Students do:

Practice Activity - Teacher will then transition to - Students will be expected to
begin to go through slides with follow the procedures and
(Identify necessary multiple examples of similes or routines of mix-pair-share they
supports/scaffoldin metaphors that students will have
g/ modifications) already have learned from
to identify. The teacher will give an previous lessons and activities.
example of what they expect from This includes expectations like
Scaffold: students. For example the teacher keeping hands to self when
-Teacher will will demonstrate “This statement “mixing” around the classroom
reiterate and is a simile because it uses the and following cues.
explain words like or as when describing - Students will collaborate with
prompts and how cold it is.” The teacher will their peers in order to
explain this with both a metaphor determine if they can identify a
examples to
and simile example. metaphor or a simile. This is a
students after - The teacher will have students
students give way for students to ask their
mix-pair-share in order to classmates questions and get a
their answers. collaborate with peers and share better understanding of the
- Frame their understanding. This process objective.
sentences are begins by the teacher using the - Students will be able to ask
used on slide cue “mix-pair-share.” Students questions, connect their own
show. then stand up by their desk and experiences, and create their
push in their chairs as they wait for own examples throughout this
- The teacher the teacher to tell them to mix.
will also try to activity if they choose.
- The teacher then calls a mixing
make phrase where students are cued to
connections to begin to walk around the room. In
the simile and this case the teacher will use the
metaphor phrase “mix, mix, mix.”
examples given - When the teacher uses the cue
word “pair” or “pair-pair-pair”
to the students'
students have to partner up with
experiences for the closest classmate near them.
engagement. They indicate this to the teacher by
giving their partner a fist bump
then standing back-to-back.
- The teacher will then explain to
[Time Allotted: _15-20 the partners that on the
mins__ ] board/slide show is an example of
either a metaphor or simile.
Students must now turn to their
partner and state whether the
example shown from the slide
show is either a simile or
metaphor. The teacher will say to
students “Now discuss with your
partner whether this is an example
of a metaphor or simile and why.”
- After students discuss and
determine this with their partner
they will stand back to back again
 to let the teacher know they are
done discussing or the teacher will
call their attention with the
attention grabber used in the class.
- The teacher will call on a student
using popsicle sticks and have
them state whether they thought it
was a metaphor or simile and why.
- After going over about 4 examples
with that same partner the teacher
will have students mix again.
- The students will then do this
again with a new partner and 3
more examples.
- After students state their answers,
the teacher will then reflect on
what students stated or gave as an
explanation for the example.
- Once this activity is done students
will be excused to go back to their
desk to prepare for the next
activity.

Formative Formative Assessment: The students will be observed through an oral report. Students will
(Informal) express their understanding about whether they understand if the example is a simile or
Assessment metaphor and why. During this the teacher will be monitoring students and keeping track
of their responses to the examples. This oral report will also reflect on students who are
willing to participate because of their confidence in their understanding.

Instruction and/or Teacher Does: Students Do:

Practice Activity - Once students are seated at their - Students will be expected to
desks, the teacher will use the respond to classroom attention
(Identify necessary classroom attention grabber in cues, procedures, and routines
supports/scaffoldin order to transition into the next
g/ modifications) that have already been taught
part of the lesson. to them.
- The teacher will then show a slide - Students will work with
[Time Allotted: 10-15 on the slide show that has two
mins ] partners to figure out
words on it. Using these two words sentences for similes or
the teacher will make an example metaphors. Working with a
of both a simile and a metaphor. partner helps them discuss
- The teacher will show the next their ideas and figure these
example like this from the slide sentences out based on both of
show and have students work in their understandings.
pairs to make either a simile or - Students will share their
metaphor with the two words they sentences with the class.
are given. (They will know whether
to make a simile or metaphor
example based on which one the
teacher tells them to make).
- Once they are done discussing
with partners the students will give
a thumbs up to the teacher.
- This will be done about 4-5 times
either as a collaboration between
partners or having each partner
 take turns expressing their
understanding to one another.
- The teacher will then call on
students using popsicle sticks to
share their ideas and sentences.

Closure with
Outcomes Teacher does: Students do:
Assessment
- Closing activity: The teacher refers to - Students will participate in
the learning objectives. Teacher closing activity by
states: “Today we learned about expressing their
[Time Allotted: _10 similes and metaphors.”
min__ ] confidence in identifying
- The teacher will have students give a similes and metaphors
thumbs up or thumbs down based after the lesson.
on if they feel like they can or can - Students will follow the
not identify and determine whether routines and procedures of
a statement is a simile or metaphor. working independently on
- For example: Teacher states: “Give the assessment.
me a thumbs up or down if you feel - Once students finish their
like you could identify and interpret exit ticket they can take
similes.” “Now, give me a thumbs up out their self-select
or down if you feel like you could reading book from the
identify and interpret metaphors.” library and read until
- For the summative assessment: recess time.
students will receive an exit ticket
and work on this independently.
- On this exit ticket students
demonstrate their ability to identify
if the statement is a simile or
metaphor and make sentences using
two words given.
- There will be 8 questions on the exit
ticket. Students will need to get 6/8
questions correct to demonstrate
understanding.

Introduction Video: https://www.youtube.com/watch?v=sXGhtKJym1U

Slide Show:
https://docs.google.com/presentation/d/1gsDSMugBuazBILnXN3ozVDTWHwo94o6R5UoZitunRw
A/edit?usp=sharing

Exit Ticket: (On Page Below, Pg. 9)

Name: __________________________________

Simile and Metaphors Review:

Directions: Circle whether the statement is a simile or a
metaphor.

1. William is a shining star. ( Simile / Metaphor )

2. The cat is as cute as a button. ( Simile / Metaphor )

3. Life is a rollercoaster. ( Simile / Metaphor )

4. She is the wind beneath my wings. ( Simile / Metaphor )

5. They're as pretty as a flower. ( Simile / Metaphor )

6. The research is groundbreaking. ( Simile / Metaphor )

Directions: Write a sentence for a simile and metaphor using

the words.

7. Simile: light, feather

8. Metaphor: zoo