DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

Teacher Candidate Raschelle Davis Grade Level 6th Title Simile

CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
ESL
Ernesto- 4, Jennifer- 5, Karen- 4, Denrick- 3, Eric- 5
IEP
Liam, Mason, Katie M., Shelby,
Honors
Katelyn, Katie J., Ellie
Behavioral
Daniel- talkative and has a hard time staying focused.
Adrian has a hard time staying focused.
Jonathan- talkative.
Classroom Environment:
The classroom is very neat and organized. The desks are pushed together into six tables. Five students at
each table. The teachers desk is in the back left-hand corner of the room. There is a kidney table in the
back right-hand corner. The classroom has an Elmo, a projector, and a screen available.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be
able to do?)
Standard: (3)
Language Standard 5
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g. personification) in context.
Content Walk-Away: I will interpret the meaning of similes within context. (1)
Language Walk-Away: I will write similes in appropriate context. (2)
Vocabulary: figurative language, figures of speech, simile, metaphor, pun, personification, and
onomatopoeias (9)

ASSESSMENT EVIDENCE (What evidence do I need to
Modifications/Accomodations
show the students have learned the Walk-Away?) 5E(ELL, IEP, GATE, etc.)
Evaluate
Formative Evidence (checking for understanding throughout ELL/IEP: Only have to answer the
the lesson): Observe and listen as students work together to
first three questions in each section.
fill out the Simile graphic organizer. (30)
(5)
Content Walk-Away Evidence (Summative): Students will fill Behavioral: There is a behavioral plan
out a worksheet using similes to describe different adjectives, in place. If students are off task,
verbs, and nouns. (30)
talking, or distracted they will get
their card pulled. I will be walking

Language Walk-Away Evidence (Summative): Students will

fill out a worksheet using similes to describe different
adjectives, verbs, and nouns. (30)

throughout the classroom while

completing the worksheet; I will use
proximity control if needed. (5)
Honors: Will come up with their
books they have read, or heard people
say and write them on the back of the
worksheet. (5)
*I will review the formative
assessment from this lesson. Any
students that are struggling with this
concept will be pulled back to the
kidney bean table during bell work
the next day to review and reteach.
(5)

Approx.
Time
8 min.

ACTIVE LEARNING PLAN

Approximate length of entire lesson: 45 min.
Background Knowledge
Read content and language walk-aways together as a class. Will be posted on PowerPoint
and on the board. (1,2) Last Friday we talked about figures of speech and figurative
language. We explored different figures of speech that our families use and different
meanings of different sayings and phrases. Review the vocabulary definition for figurative
language. (8) Today we are going to learn about similes. Show picture and description on
PowerPoint. (4) Similes are used when we are trying to compare two things that are not
alike. With a simile, when we are doing the comparison, we always use the word like or
as. We use similes to give a deeper meaning of what we are trying to say. (9) Lets write
the definition of simile in our notebook. I also want you to write these next few examples I
am going to give you. A few examples of this would be, as snug as a bug in a rug and as
happy as a clam. As snug as a bug in a rug just means that you are tucked in nice and
snug in your bed and you are very happy there like a bug in a rug would be. Show picture
and example on PowerPoint. (4,12) As happy as a clam just means that you are very
happy and content with what is going on. Show picture and example on PowerPoint.
(4,12) I would like for all of you to think of how you felt this morning when you woke up.
Were you tired, were you excited, were you happy, were you annoyed? (7) Now turn to
your face partner, and using a simile, explain to them how you felt this morning. First let
me give you an example. This morning I was tired as a dog that had been running all day.
(11,12)Everybody take a minute to think of something, then share it with your face
partner. (16,17) Give them 30 seconds each to share.
(6, 10, 14, 21, 22, 23, 24, 25, 26)
Formative assessment: (30)
Learning Goal
Express how they felt that
morning using a simile.

Success Criteria
Students will share with
their shoulder partner how
they felt that morning by
using a simile.

Modification/accommodations: (ELL, IEP, GATE, etc.) (5)

Assessment Strategy
I will listen to students as
they talk about how they felt
that morning by using a
simile.









10-12
min.

































10 min.

IEP/ELL: Pictures and examples are given to describe similes. All vocabulary words are
posted on the board all week.
Behavioral: Students will be reminded about existing behavioral plan being implemented in
the classroom before lesson starts. Will be walking around as I am talking, will use
proximity control if needed.
Honors: Have the honors students share with the whole class how they felt that morning
using a simile.
Focus Lesson (I do it)
In order to explore more examples of similes I am going to read you this book called, As
Muddy as a Duck Puddle. Read the book. (4) Describe a few of the meanings of the
similes as we read. Today we are going to be filling out a graphic organizer to help us
think of some different similes. (6) Show the graphic organizer on the ELMO. (4,12) In the
middle circle there is going to be the beginning of a phrase that was used in our story. On
the outside circles you are going to come up with different endings to these similes. For
example look at mine up here; I had the beginning of the phrase, as cute as, then on the
outside circle I wrote down a button. You will have thirty seconds to write down one
idea. Then when I say pass, you are going to pass your paper to the left; then you will
come up with a new ending to the new simile you have and write it down. Let me
demonstrate how this is going to work with this table right here. You will write an ending
in one of the circles. When the timer goes off we will pass the paper to the left and write a
new ending to the new simile. We will keep passing to the left until all of the circles are
filled in. When you get your own paper back you will pick your favorite simile and write it
at the bottom of the page, like it shows on my example. (11,12) Then you will share with
the class the simile that you picked. Post timer on screen.
(10, 14, 22, 23, 24, 25, 26)
Formative Assessment: (30)
Learning Goal
Hear similes being read in
context.

Success Criteria
Students will listen as I read
Muddy as a Duck Puddle
and explain similes in
context.

Assessment Strategy
I will observe that all
students eyes are on me as I
read Muddy as a Duck
Puddle and explain similes
in context.

Modification/accommodations: (5)
IEP/ESL: Use book and pictures to help understand similes and how they are used in
context. Showed example of what the graphic organizer looks like and how it is used.
Demonstrate with one of the tables the way the graphic organizer is going to be filled out.
Behavioral: Will make sure to use the table Adrian is sitting at for demonstration. I will
have Daniel repeat instructions back to me.
Honors: Have honors students explain what some of the meanings in the book actually
mean.
Collaborative/Cooperative (You do it together)
Fill out simile graphic organizer with their table. They get thirty seconds to write and
ending to the beginning of the simile. When the chime goes off I will tell them to switch,
They will keep going until all the circles are filled in. They will then write their favorite
simile in a sentence at the bottom of the page.
(6, 13, 16, 20, 21, 22, 23, 24, 25, 26)
Formative Assessment: (30)

















5 min.


















5 min.

Learning Goal
Create similes to describe
the beginning of a phrase.

Success Criteria
Students will write five
similes to describe the
beginning of phrases.

Assessment Strategy
I will observe as students
work together to create and
write similes to describe the
beginning of phrases.

Modification/accommodations: (5)
I just moved them to these new seating arrangements. At each table I have one honors
student, one IEP or ELL students and a couple mid-level students. Throughout the unit, I
will be switching groups up, but for this lesson they will stay at current tables.
IEP/ESL: Grouped at tables with mid- and high- level learners. They are allowed to talk to
their table members if they need help. I will also be walking around to assist if needed.
Behavioral: Post a timer on the board to help them keep motivated and moving.
Honors: Will write a description in paragraph form of what the simile they picked means at
the bottom of the paper.
Guided Instruction (We do it)
The students will all share their favorite simile and why they picked it from the graphic
organizer. I will ask questions to help them think about the meaning of their simile.
(6, 13, 15, 16, 18, 21, 22, 23, 24, 25, 26, 29)
Formative Assessment: (30)
Learning Goal
Share a simile their table
created with the class.

Success Criteria
Students will share their
favorite simile they chose
with the rest of the class.

Assessment Strategy
I will listen as students
share their favorite simile
they chose with the rest of
the class.

Modification/accommodations: (5)
IEP/ESL: Ask prompting question if student has trouble explaining their simile.
Behavioral: Will review the rules for appropriate behavior while others are sharing. Will use
proximity control if necessary. Keep the students moving quickly.
Honors: Will share the paragraph they wrote about their simile. Ask higher-order-thinking
questions such as: In what situations could you use this simile? Why do we use similes
when trying to describe something? (15)
Independent (You do it alone)
Boys and girls, you are going to fill out this worksheet on your own. On the worksheet, it
gives you different adjectives, verbs, and nouns and you need to think of a way to describe
them using similes. I will pass out the papers and quickly go over the first question in each
section.
(6, 10, 11, 13, 21, 22, 23, 24, 25, 26)
Summative Assessment: (30)
Students will fill out a worksheet using similes to describe different adjectives, verbs, and
nouns.
Modification/accommodations: (5)
ELL/IEP: Only have to answer the first three questions in each section.
Behavioral: There is a behavioral plan in place. If students are off task, talking, or distracted
they will get their card pulled. I will be walking throughout the classroom while completing
the worksheet; I will use proximity control if needed.

Honors: Will come up with their books they have read, or heard people say and write them

on the back of the worksheet.

*I will review the formative assessment from this lesson. Any students that are struggling

with this concept will be pulled back to the kidney bean table during bell work the next day

to review and reteach.


Closure/Review of walk-aways, vocabulary, and essential questions

(Note: Closure includes student interactions, reflection, and/or demonstrations.)
5 min.
Review walk-aways. Class, similes are a great way to creatively describe something. They

are fun to read and to write. Tomorrow we will be learning about metaphors. Metaphors

are kind of similar to similes, but there are a few differences. Right now I would like for

you to describe what a simile is to your shoulder partner. Give them 30 seconds to talk.

Now I would like for you to share your favorite simile you heard today and why you liked

it so much. Give them 30 more seconds to talk. (27, 28)

















SIOP Indicators
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking,
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-
Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-
Language skills (reading, writing, listening, speaking)
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the
approximate time needed for this lesson?
This lesson needs 45 min. to teach
Have the book As Muddy as a Duck Puddle.
Make sure to have a copy with different beginnings for each student in the class. (95 students)

Have PowerPoint up and ready to go.

Post walk-aways and vocabulary on the board.
Have 95 copies of worksheet.

REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning?
How can I transfer what I learned from teaching this lesson to future teaching? What was effective
and not effective? What goals can I set to improve my practice and student learning?
In this lesson the students did a worksheet on their own at the end. By looking at this worksheet I am
able to see if they understood the concept of comparing two unlike things using like or as. I also
did a lot of listening and observing as students talked and worked together. As I walked around I
heard great things. Students were coming up with comparisons using like or as. When asked to
interpret the meaning of a simile while reading the book, As Muddy As a Duck Puddle. Students
were explaining what the simile meant and how it was being used. With this assessment data I will be
able to see which students need a little more guidance and teaching on this subject. I will be able to
see if my teaching was effective. By looking at my assessment data, I will be able to see if the students
will be ready to move onto learning metaphors or if I need to do some more teaching and review on
similes. During the lesson my classroom management, clear instruction, and demonstrations were
very effective. Every student understood what we were doing; every student was engaged and on task.
I have been working on modeling and demonstrating effectively for a while, and I am starting to feel
very comfortable with it like it is becoming second nature. I can also see the extreme benefits. When I
model and demonstrate, students understand whats expected and understand what we are doing. I
get far less confusion and questions when I model and demonstrate. What I struggled with in this
lesson is asking higher-order-thinking questions. I need to work on helping the students really think
and understand the concept. Instead of just telling the answers or how things are, I need to get them
using their thinking and reasoning skills. I need to work on thinking up questions in advance and
asking them at appropriate times. My goal is to come up with higher-level-thinking questions and
writing them at the end of each section of the lesson plan so that they are easy to find and I do not
have to think of any on the spot.