ELA - Metaphor & Simile Lesson Plan

POETRY UNITLESSON PLANFocus of the LessonObjectivesQEP CompetenciesCross-CurricularCompetenciesGroup sizeMaterialsLESSON – SIMILE & METAPHORPage 1 of 9Subject: English Language ArtsCycle: Cycle 3 (Grade 6)Duration: 60 minutesThe focus of the lesson is to re-introduce the concepts of metaphors andsimiles in preparation for the poetry unit. Students will be able to define the terms “simile” and “metaphor”. Students will learn how to differentiate between metaphors andsimiles. Students will write their own autobiographical poem by completing atemplate (“I Am”).Competency 2: To write self-expressive, narrative and informationbased texts.Key Features: To integrate her/his knowledge of texts into own writing.To use writing as a system for communicating and constructing meaning.Rationale: Students will be writing a poem about themselves usingsimiles and metaphors that appropriately describe them.Competency 4: To use language to communicate and learn.Key Features: To use language (talk) to communicate information,experiences and point of view. To use language (talk) for learning andthinking. To apply her/his knowledge of linguistic structures and features.Rationale: Students will engage in a whole-class discussion in whichthey collaboratively share their ideas about similes and metaphors.Competency 4: To use creativityCompetency 7: To construct his/her identityCompetency 9: To communicate appropriatelyStudents will go through a whole-class discussion, after which they willwork independently on their “I Am” poems. SMART board YouTube video: “Similes and Metaphors” by the Bazillions(https://www.youtube.com/watch?v uoSBVNUO2LU) “I Am” activity worksheetsProfessional CompetenciesCompetency 3: To develop teaching/learning situations that are appropriate to the studentsconcerned and the subject content with a view to developing the competencies targeted in theprograms of study.Rationale: The development of this lesson was planned in such a way so as to promote studentunderstanding and learning of the material.Competency 4: To pilot teaching/learning situations that are appropriate to the studentsconcerned and to the subject content with a view to developing the competencies targeted in the

POETRY UNITLESSON – SIMILE & METAPHORPage 2 of 9programs of study.Rationale: Following the lesson plan, the teacher will conduct the lesson. The teacher will pacethe lesson to ensure that students have understood the content being taught. The teacher will alsoprovide helpful resources to instil meaningful learning.Targeted Teacher Skill: Speaking slowly and effectively throughout the lesson.Rationale: While instructing, the teacher will speak slowly and clearly to help students strivethroughout the learning process.LESSON/ACTIVITYIntroduction [5 minutes]The teacher will ask students to raise their hands if they have ever heard of the terms “simile” or“metaphor” before. If they have, the teacher will ask students what they know.The teacher will then show the YouTube video “Similes and Metaphors” by the Bazillions(https://www.youtube.com/watch?v uoSBVNUO2LU). This will be the ‘hook’ to grab students’attention and engagement in the lesson.Development [45 minutes] The teacher will go over the definitions of simile and metaphor.The teacher will compare the terms and go over the differences between the two.The teacher will go over examples of similes and metaphors to help students develop astronger understanding of the two terms.The teacher will then hand out the worksheets and introduce the “I Am” activity.With the class, the teacher will fill in the top section of both of the “Getting Creative!” pagesto provide students with an idea of how to create similes and metaphors.The teacher will explain the instructions for the activity:o Students will be asked to write similes and metaphors about themselves by filling inthe spaces at the bottom of the “Getting Creative!” worksheets.o Students will then create an autobiographical poem (an “I Am” poem) by pickingtheir favourite lines from the “Getting Creative!” worksheets. Students will be askedto pick eight lines in total for their poem, at least three of which must be metaphors.The teacher will show students an example of her own “I Am” poem.Students will then begin to work independently while the teacher walks around to answer anyquestions.Closure [10 minutes]Once students have finished their “I Am” poems, the teacher will ask some to read their poems tothe class.Follow Up [60 minutes]As a possible follow up activity, the teacher can have the students turn their poems into an eBook

POETRY UNITLESSON – SIMILE & METAPHORPage 3 of 9using “Book Creator” on the iPad. This app allows them to design, draw, and add pictures tocomplement their writing. Students can also record their voices while reading the poem out loud.Their eBooks can then be exported as a video file to be viewed as they wish at home.DifferentiationStudents will be given more time to complete their “I Am” poems if needed. The teacher willalso walk around the class to give students ideas of what kinds of similes and metaphors they canuse to describe themselves.Students on a modified program will be asked to do three out of the six similes about themselves,and two to three out of the four metaphors. Students can choose which similes they would like tocomplete.Assessment/Evaluation of Student’s LearningThe teacher will use the following checklist to formatively assess students’ ability to meet thelesson’s objectives.CriteriaGoalUnderstanding offigurativelanguage conceptStudent demonstrates anunderstanding of simile and metaphorthrough his/her “I Am” poem.Student is able to differentiate thetwo terms: simile uses “like” or “as”,whereas metaphor does not.Student participates in class andcomes to class prepared. Studentworks effectively and uses class timewell.Student follows lesson instructions.Student follows classroom rules andrespects his/her classmates. Studentlistens when others are speaking andrespects their ideas.Participation andeffortBehaviourAchieved DevelopingNotAchievedReflection:Post-Lesson (Class 1): The first time I conducted the lesson it did not go as well as planned.Perhaps this was because something happened at lunch and students were distracted. After thelesson, when it came time to doing the activity, students did not grasp what I had been trying toteach them. Moreover, they did not follow instructions and did part of the activity incorrectly.To prepare to teach this lesson to the next class, I will make some modifications in the hopes thatstudents will achieve the objectives of the lesson. For instance, I will provide more examples of

POETRY UNITLESSON – SIMILE & METAPHORPage 4 of 9similes and metaphors and I will focus on the meaning behind them so that students really graspthe concepts.Post-Lesson (Class 2): The second time around, the lesson went a lot better. However, I believeit went a little too long. I had provided too many examples, and students were losing attentionnear the end. I will know for next time that I should remove some of those examples so thatstudents can start working on their own. Although I went over too many examples, studentsgrasped the concept at the end, which was my objective; they understood the concepts of similesand metaphors and the differences between them.There were also moments when students were misbehaving. I had to use my hand signal quiteoften, as students were very chatting and were walking around. Overall however, I think Ihandled it well and I was able to continue with the lesson. I was able to be assertive when Ineeded to be and I was able to manage the class.

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POETRY UNIT LESSON – SIMILE & METAPHOR Page 2 of 9 programs of study. Rationale: Following the lesson plan, the teacher will conduct the lesson. The teacher will pace the lesson to ensur