West Virginia State University

College of Professional Studies: Department of Education

Teacher Candidate Hope Painter Date 12 November 2019
School Poca Middle School Grade/Subject 6th Grade/ Language Arts
Lesson Topic Figurative Language

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Students will be able to identify the difference between similes and metaphors in context.
WV CCRs
ELA.6.40
Demonstrate understanding of figurative language, word relationships, and nuances in work
meanings. Interpret figures of speech (e.g., simile and metaphor) in context.
NATIONAL STANDARDS
Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss
print and non-print texts.
ASSESSMENT
Diagnostic/Pre-Assessment
Students will be diagnosed through questions pertaining to similes and metaphors to access prior
knowledge.
Formative Assessment
MANAGEMENT FRAMEWORK
Overall Time - 50 minute lesson
Time Frame – 10 min. teacher intro and demonstration
30 min. student activity in pairs
10 min. regroup for assessment and closure
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
I will differentiate instruction by providing multiple ways to learn similes and metaphors in
context.
PROCEDURES
1. ANTICIPATORY SET
Students will be asked:
“Can anyone describe the definition of a simile?”
Answer:
“Can someone explain what the definition of a metaphor is?”
Answer:
“What is the difference between a simile and metaphor?”
 Answer: A simile uses like or as, but a metaphor says one thing is another thing. Stress
the importance that metaphors use two unlike objects.
(For example, in the video, the lyrics said, “My heart’s a stereo,” but a heart can’t be a
stereo.)
2. INTRODUCTION
I will explain to students that they are going to be searching for examples of similes/metaphors
in song lyrics.
I will lay down two hula hoops on the floor, one will be labeled “similes” and one “metaphors”.
I will play the song “Firework,” by Katy Perry and write an example of both simile (like a plastic
bag) and metaphor (you’re a firework) from the song and place in the corresponding hula hoop.
I will handout worksheets of the song lyrics for students to read along with.
Students will fill out the metaphors and similes that they see and hear in the song.

Independent Practice: students will hear and see more songs such as, “Red” by Taylor Swift,
“Life is a Highway,” by Rascal Flatts, “Hot and Cold,” by Katy Perry, “I’m Like a Bird,” by Nelly
Furtado.
Students will work in groups and continue finding examples of similes and metaphors, writing
their answers on strips of paper. Each group will have a specific color. After each song, students
will submit their examples inside the hula hoops. The group with the most strips of correct
examples inside the hula hoops will win a prize.

Challenge to find the well-hidden ones so not everyone has the same answers.

Closure: Have the students “turn and talk” and share with their partners the definitions of both
similes and metaphors. Also, have them give examples of each.

3. BODY & TRANSITIONS

I will have the students create a flip chart featuring the nine types of figurative language. We will
discuss each definition together as a class. Students can draw pictures as they define and give
examples of each term.
 1. CLOSURE
I will summarize what figurative language is once again. Then, I will have each student complete
an individual assessment defining the key terms of figurative language. I will remind them that
this is not a grade; I just want to know what they remember from the activity.
5. Assessment (Refer to description above.)
STRATEGIES
 Discussions
 Vocabulary
 Assessment
MATERIALS
 Colored paper
 Pencils
 Colored pens
EXTENDED ACTIVITIES
If Student Finishes Early
If students finish early, they will be instructed to write a short story using figurative language for
extra credit.
If Lesson Finishes Early
If class finishes early, they will be instructed to write a short story using figurative language.
If Technology Fails
I am not using technology
POST-TEACHING
Differentiating Instruction for Special Needs

Learning Differences- all students learn Sensory Differences

Attention Differences
There are some students who read during
class discussion or color on their papers. I
will have to make sure to include them in
class discussion and walk around them while
teaching.
Behavioral Differences
Some students will goof off and talk. I will
have to be stern and remind the entire class to
stay on task. I will provide positive comments
to students who are acting accordingly.
Motivational Differences Ability Differences
Physical Differences Cultural Differences