Observation 1 Lesson Plan

Content Area: Language Arts

Name: Jennifer Thornton Date Submitted:

1/24/2017

Grade Level: 4 Date Taught: 1/30/2017

Essential Question(s):
How can I use similes to creatively influence the poems I write?

Arizona State/Common Core Standard(s):

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.
b. Recognize and explain the meaning of common idioms,
adages, and proverbs.
c. Demonstrate understanding of words by relating them to
their opposites (antonyms) and to words with similar but
not identical meanings (synonyms). (4.L.5)

Content Area Objective(s) Blooms Taxonomy:

SWBAT apply the definition of simile to identify examples of
similes in literature and poetry (Blooms Level Apply).
SWBAT create their own similes and include them in their own
poetic composition.

Language Objective(s):
Students will discuss what similes they found in the poem
Willow and Ginkgo.
Students will read examples of similes aloud in front of their
peers.
Students will share their drawings with a partner and discuss how
the similes they identified from the poem are represented in their
drawing.
Students will present their own poetry pieces in front of the
whole group.

New Vocabulary (2-5 words): simile, figurative language, poetry

Anticipatory Set (10 minutes): Pass out blank pieces of paper to

students. Ask them to fold the paper into quarters (hamburger style
two times). Explain that you will be discussing two types of trees for
the lesson: the willow and ginkgo. Tell the students that the two trees
are very different and that you will be reading a poem called Willow
and Ginkgo about these trees. Ask students to draw a picture in the
top left section of the paper depicting what they think a willow tree
looks like and a picture in the bottom left section of what they think a
ginkgo tree looks like. Reassure students that this is a complete guess
and can come from their imagination, especially if they have never
seen either of these trees before.

Learning Experiences: Students will participate in an activity that

focuses on imagery as they first are asked to draw a picture without
necessarily knowing anything about a willow or ginkgo tree. Then they
will have the opportunity to connect the definition of a simile to draw a
more detailed picture to determine whether or not figurative language
helps them to get a better mental picture of an object. The students
will then be able to use their newfound knowledge to create their very
own poem using figurative language. Their final piece will be displayed
on the class bulletin board.

Teacher Actions/Student Actions (25 minutes):

Teacher Actions
1. Ask students to recall the four types of poetry we discussed on
Friday. Ask them to recall some of the elements of poetry they
noticed when looking through the poetry books.
2. Read the poem Willow and Ginkgo aloud and have students
identify what type of poem they think it is.
3. At the conclusion of the first read, explain that poets use a
variety of word techniques when writing poems to be more
creative, effective, and impactful known as figurative language.
Explain that today we are going to be studying a certain type of
figurative language known as similes. Define simile a figure of
speech in which two essentially dissimilar things are compared
using like or as; for example, you were as brave as a lion, This
dress is perfect because it fits like a glove.
4. Project the poem on the board. Ask students to focus on the
similes the author uses as you reread the poem aloud.
Encourage students to get comfortable, close their eyes, and
really listen to the poem. Have them raise their hand every time
they hear a simile.
5. Have a few students identify similes used in the poems and
either underline them on the projected document or have the
students come up to the board and underline them. Have them
circle the like or as.
6. Once a few similes have been identified, distribute a copy of the
poem to all students. Have them underline all of the willow
similes in one color and all of the ginkgo similes in another color
(circling like or as along the way).
 7. Remind students that one of the reasons authors use similes is to
paint a picture with words. Have various students read aloud the
willow similes and then ask them to draw a picture of a willow
tree in the top right section of their papers, using the authors
words to help them add detail to their picture.
8. Then have the students read aloud all of the ginkgo similes and
draw a picture of a ginkgo tree in the bottom right section of
their paper, again using the authors words to help them add
detail to their picture.
9. When the students are finished, have them share their
completed work in small groups as you walk around and observe.
Then, ask students Did your drawings change after listening to
the poem and focusing on the similes? If so, how?
10. Display the actual pictures of a willow and ginkgo tree and
ask: Did the similes help you to see the ginkgo and willow
more clearly? Why or why not?
11. In the students writing journals, have them look around
the room and through the windows outside and pick one item to
write a poem about. Have the students write down at least three
similes regarding that object. Then have them create a seven to
ten line poem about their object.

Student Actions
1. Recall the four types of poems the class discussed during the
previous lesson. Provide common elements seen amongst the
different poems from the poetry book.
2. Listen to the poem Willow and Ginkgo. Identify what type of
poem it is.
3. Students will listen to the definition of a simile and a couple of
examples. If time allows, they can provide a few of their own
examples of similes.
4. Students will close their eyes (if they choose) and listen to the
poem again. They will raise their hand each time they hear a
simile.
5. Students will identify similes in Willow and Ginkgo. They will
underline the examples on the board or recite the examples to
the teacher who will underline them on the Elmo projector.
Students will circle like or as.
6. Students will receive an individual copy of the poem and
underline the similes that have been identified, and circle like
or as. They will complete this process by underlining the
similes for the willow tree in a different color than the similes for
the ginkgo tree.
7. A few students will read aloud the willow similes and then all
students will draw a picture of a willow tree in the top right
 section of their papers, using the authors words to help them
add detail to their picture.
8. A few students will read aloud the ginkgo similes and then all
students will draw a picture of a ginkgo tree in the top right
section of their papers, using the authors words to help them
add detail to their picture.
9. Students will share their drawings in small groups. They will
respond to the teachers question: Did your drawings change
after listening to the poem and focusing on the similes? If so,
how?
10. Students will look at actual pictures of a willow and ginkgo
tree and respond to the teachers question: Did the similes help
you to see the ginkgo and willow more clearly? Why or why
not?
11. Students will look around the room and outside through the
windows. They will select one object to write a free verse poem
about. They will first write at least three similes for that object
and then will write a seven to ten line poem about their object.
Possibilities for Differentiation: This lesson can be modified at any
point for whole group or small group instruction when needed by the
class. For example, instead of working in partners to identify similes,
students can work individually or as a class to identify the similes.
When creating the similes and poems, English Language Learners can
draw pictures with like or as in between. If the student wanted to
say, The runner is as fast as a bird, the student could draw someone
running, write the word as, and then draw a bird.

Closure (10 minutes): Authors Chair: Students will volunteer to

share their poem with the class. Their classmates will be asked to
listen for and identify the similes their classmates used in their poem.
After a few students have shared their poem, the teacher will re-ask
the essential question: How can I use similes to creatively influence
the poems I write?

Assessment (formative and/or summative): This is the first lesson

in a figurative language unit, so a formative assessment will be
conducted as the teacher listens for students similes in their poems.
All students will turn in their poem at the end for the teacher to assess
their application of similes and understanding of a free verse poem.

Materials/Resources: class set of Willow and Ginkgo by Eve

Merriam, blank paper, coloring materials, projector and/or whiteboard,
picture cards of a willow and ginkgo tree