Metroplex Center Lesson Plan Template for Formal Observations

Intern/Resident: Katherine Fisher

Date: 10-4-19
Subject: ELAR
Grade Level: 2nd
Projected Length of the Lesson: 45 minutes
Learning Objective
Outcomes/Objectives:
Students will be able to actively listen, ask relevant questions about the text, and share information and ideas
that focus on the topic using newly acquired vocabulary when appropriate. Students will be able to discuss the
use of figurative language and demonstrate their understanding of information gathered.

TEKS:
2.1.A-listen actively, ask relevant questions, and answer using multi-word responses.
2.1.C-share information and ideas that focus on the topic.
2.7.F-respond using newly acquired vocabulary.
2.10.D-discuss use of descriptive, literal, and figurative language.
2.13.E-Demonstrate understanding of information gathered

Criteria for Success (How will you know if students master the learning objective? How will students know they were successful?)

I will know students have mastered the learning objective based on whether they can create explain similes by creating
their own simile (figurative language).

Students will know their mastery by:

1. Being able to create their own simile using information gathered from teacher instruction and ideas contributed by
their fellow classmates.

Relevance/Real World Application (Can your students explain to someone WHAT they are learning and WHY?)

They will be able to make real world connections by realizing that they have heard the use of similes in
everyday interactions with the people in their lives, and in the interactive/independent reading they participate
in.

Interdisciplinary Connections

ELPS

Listening
C.2.I-Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or
summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes
commensurate with content and grade level needs.

2
Speaking
C.3.B-Expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for
identifying and describing people, places, and objects, by retelling simple stories and basic information represented or
supported by pictures.
C.3.E-Share information in cooperative learning interactions.

Reading
C.4.G-Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or
summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs.

Class Information
I have a student in my class with behavioral problems and issues with staying on task. Several students also
get excited to share their own real world connections and tend to blurt.

Assessment Plans

Assessing prior knowledge before the lesson:

Ask the students if they have ever heard of similes. Give them a few well known examples and tell them those
are similes. The children were sweet as sugar and My fingers are like icicles, humans aren’t really sweet like
sugar and my fingers can’t really be as cold as ice. A simile is when we compare 2 things using “like” or “as”

Assessing understanding during the lesson:

Can they find a simile in the text? Can they recall the use of a simile within their conversati9ons with the
people in their lives?

Assessing mastery after the lesson:

Students will write their own simile on the firefly craft

Technologies and Other Materials /Resources

When Lightning Comes in a Jar

Simile Anchor Chart
Firefly craft
Crayons
Pencils
Glue
Celery
Strawberry cream cheese
Raisins
Craisins

Academic Vocabulary

Simile

Lesson Procedures/Learning Activities:

2
Introductory Activity/Opening:

Introduce similes by asking if the students have heard of similes before. Ask if they have heard common
phrases such as cute as a button, my fingers are like icicles, you’re sweet as sugar, etc. Ask them if they
remember anything similar in When Lightening Comes in a Jar.

Information Giving:

Go back over several pages in When Lightning Comes in a Jar and talk about the similes we find there.

Modeling/Providing Examples:

Reference the anchor chart, talk about a few more well-known similes that are on the chart.

Guided Practice:

Talk about how similes compare 2 objects, that are not really alike, using “like” and “as”. A simile must
include “like” or “as"

Higher Level Questions/Thinking Opportunities (List at least two questions):

1. What do you think the author means by “flitted around the tables like butterflies…?” (turn and talk
with a partner)
2. Can you think of any other similes you may have heard?

Independent Practice:

Students will come up with their own similes and record them on the firefly craft. They will then decorate
their firefly and we will display them.

Closure/Culmination Procedure (Summary of what was learned):

Ask the students if they are able to tell me what a simile must contain for it to BE a simile. I will also know if they have grasped the
concept by whether they were able to come up with their own simile.

After the students have concluded their firefly simile activity, they will be able to wrap up our bug IRA unit by enjoying “ants on a
log” and/or “ladybugs on a stick.”

Instructional Strategies for High Student Engagement:

Turn-and-Talk
Raised hand to indicate they would like to be called on to answer

Differentiation

The students will be able to speak with a partner about at or near their level. They will be able to ask for word
pronunciation and/or spelling. They will also be able to have a passage read to them if needed.

Anticipated Student Difficulties or Misunderstandings:

Students may have never heard of a simile

Students may confuse the use of “like” or “as” in other sentences for the “like” or “as” in a simile

2
2