Intern Name: Anysa Basher

Lesson Title (Subject/Topic): English

Grade: 5th
Length of Lesson: 40 minutes
Date Taught:
LESSON PLAN TEMPLATE
In this lesson…​ students will spread kindness around there school and
community by passing out ribbons with words of kindness. The statements will
Overview be in form of some type of figurative language.

Standards of SOL 5.1.6 Understanding and using figurative language.

Learning
Essential Questions Use figurative language to write a kind message.

Students will be able to… write 5 sentences using figurative language

Objectives describing someone.

Learning Target using figurative language

Necessary Prior Able to understand what figurative language is.

Able to write
Knowledge
-ribbons
Materials -stapler/pins
-markers

Today we will be reviewing figurative language while spreading kindness

Introduction/Hook around the school.

● Re-Introduce what figurative language is

● demonstrate types of sentences that could be written
Instructional ● have students write five sentences using F.L.
Activities & ● after show how to fold the ribbon and how to staple/pin the ribbon
Strategies together
● then write the message on the longest part of the string
● hand out ribbons
Key Vocabulary or figurative language, simile, metaphors, kindness and writing sentences with a
nice meaning
Concepts
Assessments checking if the sentence is correct before stapling.

Closure Activity Handing out the ribbons to student's in other classes, grades and teachers
Having two teachers present to help students who needs help
Accommodations
Resources N/a

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Reflection on a Lesson Plan Taught
Virginia Teachers for Tomorrow
Intern Name: Anysa Basher
Lesson Title (Subecjt/Topc): English
Date of Lesson Taught:
Cooperating Teacher & School: Howard/ Linkhorn
Grade: 5th
Time of Day:

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
I had talked to Mrs. Nardelli and other teachers on what would be a good idea. I also looked up online
ideas of what to do.

2. How did the SOLs and Objectives help focus your instruction?
THe student's are reviewing for their SOL’s so I had asked which skill they needed the most help on.
Figurative language is what they needed a lot of help on.

3. What parts of the instructional plan worked as you anticipated?

The instructional plan worked well as I anticipated besides the fact I need to slow down and
demonstrate and explain everything VERY clearly.

4. What, if any, adjustments needed to be made once you began?

The adjustment of having the student's stapling needed to be adjusted. It was complicated for them so the
other teachers and I ended up stapling the ribbons.

5. How well did you anticipate the materials needed?

I had anticipated the materials well, I had ended up with extra materials left at the end of it.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)

No assessment was used but it helped prepare for their SOL and hopefully they will understand how to use and
identify F.L.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)

This lesson was a success because all the student's seemed to enjoy the lessons and understand how to
compare to things kindly.

8. How did the time spent preparing for your lesson contribute to it’s success?
I had done this project for the English class service learning so I had a clear idea what the process would
look like.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
I would SLOW down and EXPLAIN things better.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)