Similes and Metaphors - Franklin College

FRANKLIN COLLEGE
Education Department
LESSON PLAN
Student Name: Laura Abbott Lesson Plan No. 3
Cooperating Teacher Name:Mrs. Bekah Smith Subject Area: Reading Grade Level:
4
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Signature for Approval (Cooperating Teacher)
Date Prepared: January 18-22, 2006 Date Taught: January 23, 2006
Related Standard (Source): Indiana Academic Standards for 4 th grade (Number):4.3.5
TOPIC (key point; concept; skill): Literary Response and Analysis is the main
topic of this standard. More specifically this part of the standard involves Defining
figurative language, such as similes, metaphors, hyperbole, or personification, and
identifying its use in literary works.
OBJECTIVE (TSWBAT + performance, conditions, criteria): In order to understand,
identify, and use similes and metaphors the student will be able to correctly incorporate
one of each into a story.
MATERIALS: chalkboard, chalk, examples for board, definitions, magnets, paper and
pencil for each student, rubric for each student, handout for each student
I. PROCEDURES (teacher and student tasks)
A. Beginning of lesson
1. Classroom management two-part step (to have students ready to learn, in
listening position, where they need to be):
Reading is the first lesson of the day. Before the class begins their lessons for
the day they have an AR reading time. The class will be reading when the
teacher begins the lesson. The teacher will go in front of the class and tell
them its time to put their books away so that reading class can begin. The
teacher will hand out a worksheet that the class is going to do together. The

teacher will read the definitions of similes and metaphors and then read the
definitions of each. The teacher will ask a student why each example is a
simile or metaphor. The teacher will also have student say what is being
compared in each sentence. Once the student explains it the class will work on
identifying them together.
2. Statements to initiate or set the stage for the lesson; motivation; overview;
or establish an atmosphere:
The teacher will ask for eight volunteers (that is how many examples there
will be). Students enjoy volunteering to do things in class, especially when
the task allows them to get out of their desks and move around the
classroom. Each student will by told to pick on sentence off of the board
and place it in the correct column.
B. Instruction Steps:
1. Next the teacher will call on each student who volunteered to have them
explain why they put their sentence in the column that they did. The
teacher will help the student if he or she can not explain the reasoning.
2. The student will also have to say what two things are being compared in
the sentence that he or she placed on the board.
3. The class will be instructed to look at their worksheet because the
sentences on the board are also on this. They will be told to circle the
correct answer on this paper as the class goes through the examples on the
board.
4. Next the teacher will hand out the assignment rubric and an example of
what the class will have to do for their work.
5. The teacher will go through the entire rubric so that the class is sure of
what they will need to do to get all of the points for the assignment. The
teacher will ask students what they need to have to get an A. This will
help the student remember all of the things that they need to do.

6. Now the class will be told to turn over the paper where they will find an
example story. The teacher will have a student read the story out loud.
After the story has been read the teacher will ask the students to pick out
the similes and metaphors. The students will be asked how they knew
which sentence contained one of them, which one it was, why it was that
one, and what two things were being compared in the sentence.
Closure statement (brief lesson review, summary; doesn’t have to be the
last step if something is going to be made or an activity will follow
After the example story has been read, the class will be asked to volunteer
some of their own similes and metaphors after having a few moments to think.
The students will first tell their sentence, then which one it is, why it is that
one and what two things are being compared in the sentence.
7. After this is done, the class will have the rest of the reading lesson time to
write their stories. If they have questions with what is required of them, or
how to write a simile or metaphor they can ask the teacher during this quiet
work time.
ASSESSMENT (how is objective met by students: observation, written work,
presentations, quiz etc.):
The students are to individually write an original story that follows the given topic. The
story will be graded according to the rubric made be the teacher. Each student will have
a copy of the rubric in order for them to know what they must include to receive an A.
III. EXTENSION AND REMEDIATION (what will be done beyond lesson;
strategies for those who need further instruction, assistance:
The amount of extension for an individual student depends on how much time is left
during the class period when that student gets finished with the assignment. If there is
ten minutes or less left in the class period, that student will be told to read an AR book or
illustrate the story that was just written. If the student has more than ten minutes left in

the class period, that student will be told to either add more similes and metaphors to
their story or add another paragraph. Also, the student who finishes early will be told to
proofread the story one more time and check it with the rubric to make sure that
everything required has been put in the story.
The extension for the whole class will be similar. If the class finishes early, they will be
told to add more similes and metaphors to their story. Also, they will be instructed to add
additional paragraphs. If they finished with only a few minutes left in the lesson they
will be instructed to read for AR. Any student who finishes early will be allowed to
illustrate their story and add additional touches to make it creative.
Remediation for an individual student would be to work with the student one on one
while the rest of the class is writing their stories. The teacher will go through the
definitions and examples again and then have the student explain why each example is a
simile or metaphor. If this still does not help the student understand, the teacher will help
the student to make his or her own examples.
Remediation for the whole class will be similar. The teacher will go over the definitions
for each example. With each example the teacher will have one student choose which
one it is and then explain why it is that one. Then the teacher will go over the example
again by saying which one it is and why it is that one.
HOMEWORK ASSIGNMENT(S): The homework is to complete the story as
specified on the rubric. It will be due the following day.

Definitions:
Similes and Metaphors
Simile-a comparison of two unlike things using like or as
Metaphor-a comparison of two unlike things without using like or as; an implied
comparison
Examples:
Similes
1. She was as cool as a cucumber.
2. When she woke up her hair looked like a lion’s mane.
Metaphors
1. You are the wind beneath my wings.
2. The elephant was a bulldozer because he ran over the tree and knocked it down.
Decide whether the sentence contains a simile or a metaphor. Circle
the correct answer.
1. When Bob became angry his lips would pucker like a prune.
2. My annoying sister was a thorn in my side
3. He is as tall as a giraffe.
4. The snow was sparkling like glitter as it fell to the ground.
5. The wind was screaming at the top of its lungs during the
thunderstorm.
6. The algae filled the water making it the color of pea soup.
7. After playing outside in the snow my fingers were as cold as
ice.
8. The sunlight danced across the water.
Simile Metaphor
Simile Metaphor
Simile Metaphor
Simile Metaphor
Simile Metaphor
Simile Metaphor
Simile Metaphor
Simile Metaphor

Simile and Metaphor Paragraphs
To practice writing with figurative language you are to create a one to two paragraph story
describing your favorite animal. Use at least one simile and one metaphor in your story.
Grammar
Topic
Length
Simile
1 2 3 4 Score
Many
punctuation
and
capitalization
errors. 7 or
more spelling
errors.
Did not
follow the
given topic.
Less than
two
paragraphs
and no
beginning,
middle, and
end.
Several
punctuation
and
capitalization
errors. 5-7
spelling errors.
Follows the
given topic
somewhat.
1 paragraph
with a
beginning,
middle and
end.
Few
punctuation
or
capitalization
errors. 3-4
spelling
errors.
Follows
topic.
2 paragraphs
with a
beginning,
middle and
end. The
story
somewhat
flows.
All punctuation
marks are
correctly used
and the correct
words are
capitalized. No
more than 2
spelling errors.
Follows topic
and writing is
creative.
2 or more
Paragraphs,
story had
beginning,
middle, and
end. The story
flows very
smoothly
2 4 6 8 Score
Simile does
not follow
given
definition.
Metaphor Metaphor
does not
follow given
definition.
Follows
definition, but
is not creative.
Follows
definition, but
is not creative.
Follows
definition and
is creative.
Follows
definition and
is creative.
* PLEASE WRITE A S BESIDE YOUR SIMILE
AND A M BESIDE YOUR METAPHOR
Original and
creative simile
that follows the
given
definition.
Original and
creative
metaphor that
follows the
given
definition.
TOTAL
______out of 28
_______%