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Sample LA lesson plan Figurative Language: Similes and Metaphors (30-45 mins) Overview: Review definitions of simile and

metaphor. Students will then use excerpts from several grade level texts to identify various similes and metaphors being used. Students will play mix, pair, share with pre-made cards to partner up and discuss actual meanings of the phrases, then use the underlined portion to add their own comparison. Each pair will share responses. To wrap-up, students will jot down an I know statement and an I wonder statement as a quick assessment. Objective: Common core standards addressed are: CCSS.ELA-Literacy.L.4.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.L.4.5a - Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context Student-friendly objective: I can explain the meaning of a simile or metaphor in a story or text. Model I do: Teacher reviews definitions of similes and metaphors. Gives examples of each. Students spend a few minutes finding some examples in fiction books. Discuss how each one has a real meaning and can be used to expand writing/understanding of texts, and students will be playing a game to pair up and discuss. Check Understanding We do: Students play mix, pair, share with similes and metaphors found in texts (teacher made prior to lesson). Students mix to music (Stereo Hearts by Gym Class Heros; contains metaphors) while trading cards with each other. Once music stops, students pair up with person closest to them. Each student shares their card and discusses with their partner what it means. Students will write new comparisons on white boards. (Ex: take Waves as big as glassy mountains and change to Waves as big as a pearly mansion). Once think/talk time is over, group members will share responses. Independent Practice I do: Students write down a . and a ? about the lesson. The first one is to write Something Ive learned from this lesson and the second one is to ask a question of a friend about something weve learned. Teacher briefly assesses by reading responses and asking questions to prompt thinking if needed. Wrap-up Review definitions and answer any questions the students may have.

Lesson extensions: Differentiation: - Teacher would provide graphic organizer for students to add in definitions of similes and metaphors, and examples of each so this would serve as a visual cue on top of the visuals provided by the teacher and the explanations given. - Trade books provided would match reading level of student (on-level books) - Game would be played multiple times so students would have various hi/lo pairings, as well as different endings to the similes/metaphors - Any students continuing to struggle with the concepts would work in teacher led reading groups to practice identifying and understanding similes and metaphors used in various trade books. Independent practice I do: After students complete post it note assessment, students would take turns asking the questions of each other that they came up with in a small group setting (5-6 students). Then, each student would use an assortment of catalogs and magazines to find words and pictures that help to illustrate the new similes and metaphors they came up with during Mix, Pair, Share. Students would then take the illustrations and create a story stemming from the new comparison they made.

Lesson extensions: Differentiation: - Teacher would provide graphic organizer for students to add in definitions of similes and metaphors, and examples of each so this would serve as a visual cue on top of the visuals provided by the teacher and the explanations given. - Trade books provided would match reading level of student (on-level books) - Game would be played multiple times so students would have various hi/lo pairings, as well as different endings to the similes/metaphors - Any students continuing to struggle with the concepts would work in teacher led reading groups to practice identifying and understanding similes and metaphors used in various trade books. Independent practice I do: After students complete post it note assessment, students would take turns asking the questions of each other that they came up with in a small group setting (5-6 students). Then, each student would use an assortment of catalogs and magazines to find words and pictures that help to illustrate the new similes and metaphors they came up with during Mix, Pair, Share. Students would then take the illustrations and create a story stemming from the new comparison they made.