IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank
Sensory Communication Part 6 of 8: Similes vs. Metaphors Lesson: English Language and Literature , Grade(s) 03 05 Sensory Communication is a unit that takes students on a journey through an exploration of using their senses as tools to help them communicate thoughts through verbal and written words. In this lesson students will learn through inquiry and hands on sorting an understanding of similes and metaphors. Duration: 2 Hours
Lesson Lesson Plan Template (if applicable)
21st Century Classroom Lesson Plan
Idaho State Department of Education Students Come First
Developed According to the Charlotte Danielson Framework and
Universal Design for Learning (UDL)
Charlotte Danielson Framework This lesson plan incorporates all of the components found in Domain 1: Planning and Preparation of the Danielson Framework for Teaching,: 1a: Demonstrating Knowledge of Content and Pedagogy; 1b: Demonstrating Knowledge of Students; 1c: Setting Instructional Goals; 1d: Demonstrating Knowledge of Resources; 1e: Designing Coherent Instruction, and; 1f: Assessing Student Learning. UDL – This lesson plan incorporates the primary components of Universal Design for Learning (UDL) which is an educational approach with three primary principles including;
1. Multiple means of representation, to give diverse learners options for acquiring information and knowledge, 2. Multiple means of action and expression, to provide learners options for demonstrating what they know, 3. Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation
Lesson plans created by educators for submission into Idaho’s Learning Management System (LMS) Schoolnet must include these components. For
information on Universal Design for Learning including a tutorial and model lessons access the Center for Applied Special Technology (CAST) website at;
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank http://lessonbuilder.cast.org/ Bloom’s Revised Taxonomy – This lesson plan includesBloom’s Revised Taxonomy as a component. *Note: Not all areas are required for every lesson. * Indicates Optional areas to be included only if applicable to the specific content/grade level lesson. This lesson plan template is based upon the CAST UDL Lesson Plan Builder but includes extra fields specific for submission into Idaho’s Schoolnet Learning Management System and must be completely filled in ( unless labeled * for optional) to facilitate entry into a searchable statewide and national online database. Educators are not limited to the space provided as the table will expand to fit the entries.
Name: Katrina Kelly
Email: (not published)
[email protected]
District Name:Kimberly School District
School Name: Kimberly Elementary School
District Number: #414
School Address: 141 Center St. West, Kimberly, ID 83341
School Phone: (208) 4234170
Administrator Name: Linda Reese
Lesson Overview Unit: Sensory Communication Lesson Title: Sensory Communication 6 of 8: Similes vs. Metaphors Subject: English Language and Literature *Subheading: Writing and Language Duration: 2 hours
Grade Level(s): 3rd 5th
Course: (Please choose from the dropdown list provided) Big Idea or Focused Investigation: Your senses are a tool that can be used for communicating with others. Enduring Understandings: Communication is a whole body experience. Essential Question/s: What tools do you carry with you that help you explain/communicate something to someone else?
Description Lesson Description: Describe the primary nature (e.g. handson, inquiry, project based etc.), whether interdisciplinary or singlesubject and how it relates to a broader unit. Being clear, descriptive, and specific will help to develop the online keyword searches within Schoolnet. Make sure you provide enough information on this lesson plan that it can be replicated. Description: Through a hands on sort and inquiry, this lesson gives students the opportunity to develop an understanding of similes and metaphors.
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank
Goals and Objectives (Framework Domain 1c: Setting Instructional Goals) Goals and Objectives:The overall goal, as well as objective, outlining the concept, knowledge, skill, or application students can demonstrate upon lesson completion.This may be the same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students should be able to answer. Unit/ Lesson Goal/s: Students will interpert similes and metaphors. Lesson Objectives: Students will identify, interpert, and write examples of similes and metaphors.
Standards Standards: A lesson may address a single content standard, two or more content standards from the same subject area, or content standards from two or more subject areas and or grades. (Use the drop down menu provided for each if submitting online within Schoolnet or use the internet links provided to access then copy and paste into the document) Idaho State Content Standards: Common Core State Standards (English Language Arts and Mathematics): 3rd Grade Speaking and Listening: 1. Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. b. Follow agreedupon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion. 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 4th Grade Speaking and Listening: 1. Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 4
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank topics and texts, building on others' ideas and expressing their own clearly. b. Follow agreedupon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. 4th Grade Language: 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. 5th Grade Speaking and Listening: 1. Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. b. Follow agreedupon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. 5th Grade Language: 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. interpret figurative language, including similes and metaphors, in context. *National Education Technology Standards: *Professional Technical Standards *English Language Development (ELD) Standards:
Learning Outcomes – Begin with the end in mind (Framework Domain 1e: Designing Coherent Instruction)
Learning Outcomes: How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence? Create, Present, Perform, Exhibit, Report, Respond/Reflect. Students will be able to: Learning Outcome: Identify and distinguish between similes and metaphors. *Learning Outcome: Students will interpert similies and metaphors.
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank Checking for Understanding Questions:
Bloom’s Revised Taxonomy Which levels of Bloom’s Revised Taxonomy are targeted? Check one or more. (Use drop down online within Schoolnet or checkbox)
x Remembering
x Analyzing
x Understanding
Evaluating
x Applying
Creating
Methods and Instructional Strategies (Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy) Vocabulary: List all key vocabulary words necessary for students to understand the concepts as well as meet the standards, goals and objectives of the lesson. simile, metaphor, like, similar, unlike, comparing
Introduction/Anticipatory Set: Students will try and guess a noun by the sensory clues given. After each clue students write down what they think the noun is. What am I?
1. I am popsicle cold. What am I? 2. I am as white as egg shells. What am I? 3. I am cotton ball fluffy. What am I? 4. I make the ground as hard as bricks. What am I? 5. I am the smell of fresh cut pine. What am I? 6. I am winter. Show the Discovery Education video Magical Mother Nature: The Four Seasons Winter segment. Have the students come up with other unusual ways to describe winter.
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank Instructional Strategies: (e.g. Inquiry lessons vs. direct instruction. Whole class vs. small group.) Through an inquiry and hands on sorting this lesson gives students the opportunity to develop an understanding of similes and metaphors. Build, Apply Knowledge: Students will participate in guided discovery, simile and metaphor.
1. Ask the students if they noticed anything special about the "What am I?" clues. What did the clues do? (described winter by comparing it to something else.) Did I compare winter to something that made you think of winter? (unlikely comparisons)
2. Explain to students that similes and metaphors are ways to compare two unlike nouns to create descriptive speaking and writing. 3. Make a T Chart or poster for simile and metaphor write a simile and metaphor under each category ask the students what do they notice about the two statements How are they the same? How are they different? Keep adding similes and metaphors under their respective categories probing the students to notice the "like or as" in similes and that both compare two unlike nouns.
4. Define simile and metaphor simile = comparing tow unlike things using the words "like" or "as" metaphor = comparing two unlike things
*Higher Order Thinking Questions: What power do words have in communicating? *Provide Guided Practice:
1. Support students in a guided practice of the independent sort. sort 5 sentences (a mix of similes and metaphors) state or show a sentence ask the students where they would place the phrase (under simile or metaphor) have the students defend their placement and interpert the simile or metaphor. assist students through the process making sure they have a firm understanding of how to decide where a phrase would be placed.
*Provide Independent Practice: Students will then work independently, sorting synonyms and antonyms. As a whole class students will classify the synonyms and antonyms defending their placements with reasons.
1. Simile vs. Metaphor Sort Have students sort the simile and metaphor sentence cards into their categories. Going through the sentences have the students give the category they put the sentences under. Have students defend their placements and interpert the simile or metaphor. Have students mark on the Simile vs. Metaphor Data Sheet their answers (S=simile, M=metaphor). Wrap Up/Synthesis/Closure:
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank Students will interpert an example of a simile and a metaphor and distinguish between the two.
Materials (Framework Domain 1d: Demonstrating Knowledge of Resources) *Digital eLearning Materials: URL (Web Site Link/s) to online digital text or materials, games, activities, programs, tools or video – List as many as necessary. Title: (List the title of the website/s.) Magical Mother Nature: The Four Seasons: Winter URL: (Copy and paste the Internet address here. You must include http://) http://app.discoveryeducation.com/player/view/assetGuid/5CB8DF42854E427DA8DEBFDB9CA8B741 Annotation: (Write a brief description of the website.) This Discovery Education video give a brief overview of winter. *Technology Tools and Equipment (Including UDLAssistive Technology Software and Hardware): Examples of technology tools might include hardware as well as software;e.g. document camera, digital camera, tablet, iPad, iPod, Interactive Board, calculator, geotracking, etc. Examples of UDL assistive technology; e.g. text to speech, speech to text, switch or adapted keyboard, screen reader or word prediction etc. (List as many as necessary) 1. computer projector with speakers 2. *Other Materials: Those required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials such as text books, science equipment or supplies, art materials or equipment. (List technology items in the previous field.) (List as many as necessary) 1. Simile vs. Metaphor Sort Cards 2. Simile vs. Metaphor Data Sheet 3. Place to conduct sort (depending on time it may need to be left out until next lesson) 4. Pencil
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank *Safety Considerations (e.g. for Science and Professional Technical Education Plans)
UDL Differentiation According to Student Needs
(Framework Domain 1b: Demonstrating Knowledge of Students) Differentiation of curriculum, instruction and assessment using (UDL) Universal Design for Learning to address diverse student needs including students with an IEP or 504, cultural linguistic needs e.g., (ELL, SIOP) as well as providing opportunities for extension and remediation if indicated. UDL: Multiple means of; Action and Expression Teacher will have the option for students who are unable to physically complete the sort and data recording to have a scribe position the words where designated by the student and record the answers on the data sheet. Engagement Teacher will limit the number of objects presented to students at one time to reduce anxiety and/or overwhelming sensation from the number of objects needing to be sorted. Representation Teacher will have the option for students who are unable to read the sort cards to have them read to them. ELL, SIOP: (Modifications to Instruction) *Other Means of Differentiation: Extension: Modifications for students who already know or can do the primary learning objective, e.g. activities that apply the concept to new content or extend opportunities for further research and exploration. *1. Extension: Students who already have a firm understanding of similes and metaphors may produce their own sort.
Remediation: Explain what may be done for students who need extra preparation or assistance before, during or after the lesson. *1.Remediation: Students who need more assistance will be provided small group and teacher guided assistance through the sort. (Possible assistance could be high lighting "like/as" in similes, color coding the text or paper steps, etc.)
Assessment (Framework Domain 1f: Assessing Student Learning)
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank Assessment: (Optional)May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if available submitted along with the lesson plan as attachments. *Formative/Ongoing Assessment: Students will identify, interpert, and write examples of similes and metaphors during guided practice. *Summative/End Of Lesson Assessment: Students will identify, interpert, and write examples of similes and metaphors independently. Educator SelfReflection Please use this area to selfreflect on the successes and areas of improvement for your own planning purposes. (You may use this area then delete for submission online as the contents of the selfreflection section is not intended to be shared.) *SelfReflection – Successes and Areas of Improvement
Standards Covered L: Language L.C: Vocabulary Acquisition and Use L.CCR.5: Demonstrate understanding of word relationships and nuances in word meanings. L.4.05: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.4.05.a: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
L: Language L.C: Vocabulary Acquisition and Use L.CCR.5: Demonstrate understanding of word relationships and nuances in word meanings. L.5.05: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5.05.a: Interpret figurative language, including similes and metaphors, in context.
SL: Speaking and Listening SL.A: Comprehension and Collaboration SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.3.01: Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. SL.3.01.a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.3.01.b: Follow agreedupon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank SL.3.01.c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.01.d: Explain their own ideas and understanding in light of the discussion.
SL: Speaking and Listening SL.A: Comprehension and Collaboration SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.4.01: Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. SL.4.01.a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.4.01.b: Follow agreedupon rules for discussions and carry out assigned roles. SL.4.01.c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. SL.4.01.d: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
SL: Speaking and Listening SL.A: Comprehension and Collaboration SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.5.01: Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. SL.5.01.a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.5.01.b: Follow agreedupon rules for discussions and carry out assigned roles. SL.5.01.c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.5.01.d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
W: Writing W.A: Text Types and Purposes (Note: These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.) W.CCR.03: Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well structured event sequences. W.4.03: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.03.d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
W: Writing W.A: Text Types and Purposes (Note: These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.) W.CCR.03: Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well structured event sequences. W.5.03: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.03.d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
Materials For a closer look at the materials list below, log onto https://sn.sde.idaho.gov/414
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank Resources: 1. Discovery Ed Magical Mother Nature: The Four Seasons 2. Simile vs. Metaphor Sort Cards and Data Page
Organizers Teaching Methods 1. Lecture
2. Handson instruction
Grouping 1. Heterogeneous grouping
2. Individualized instruction
3. Small group instruction
Differentiated Instruction 1. Remediation
2. Acceleration
Bloom's Taxonomy 1. I. Knowledge
3. III. Application
4. IV. Analysis
2. II. Comprehension Gardner's Multiple Intelligences 1. Interpersonal
2. Linguistic
Additional Properties Author: Katrina Kelly Publisher: Kimberly School District Cost/Fee: No Restricted Use: No Rights: Keywords: Created by: Kelly, Katrina (11/15/2012 12:44:00 PM) Last modified by: Kelly, Katrina (4/8/2013 3:49:00 PM) Other revisions of this resource:
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