Ashlyn Bevel

EDUC 204

04/27/2020

Blended Learning Lesson Plan

Lesson Title:

“As easy as pie & a piece of cake!”

Objectives:

Students will be able to identify and explain the meaning of similes and metaphors within

a text. writing.

Students will be able to incorporate similes and metaphors in their own writing.

State Standards:

ELAGSE4L5: 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).
Context:

I am teaching this lesson to widen student’s vocabulary. At the end of this lesson,

students will have a complete understanding of figurative language and will be able to use it in

future writing. Before this lesson in the larger unit, students learn to determine or clarify the

meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and

content, choosing flexibly from a range of strategies. After this lesson, students will learn to

recognize and explain the meaning of common idioms, adages, and proverbs as well as

demonstrate understanding of words by relating them to their opposites (antonyms) and to words

with similar but not identical meanings (synonyms). To prepare students for the next lesson

topic, I am teaching students how similes and metaphors occur throughout a text and in everyday

life.

Data:

Students will be placed in groups of about four students. The data these groupings are

based on is the exit ticket or quiz from the previous lesson. In this lesson, data for future

groupings and teaching will be based on the students’ independent digital work – identification

and analysis of similes and metaphors in this lesson.

 Materials:

Lesson Section Materials Used Link

Introduction Smart Board, PowerPoint Presentation

PowerPoint, Tastykakes,
napkins
Teacher Smart Board, https://image.slidesharecdn.com/fireworklyrics-
Directed PowerPoint, YouTube, 120403102017-phpapp02/95/firework-lyrics-1-
Student handout (lyric 728.jpg?cb=1333448479
sheet), highlighters
https://youtu.be/dkqcxKNkuSE
Independent YouTube Kids, https://www.youtube.com/kids/
Digital Tablet/Laptop cart,
student notebooks,
writing utensils
Collaborative Paper & writing utensil -

Closure Students finished work -

Procedures:

Introduction (15 minutes):

I will begin by presenting students with Tastykake pies and cupcakes (one/student)

exclaiming that our next lesson will be as easy as pie and a piece of cake. I will tell students that

the phrase as easy as pie is a simile and the phrase a piece of cake is a metaphor. I will then ask

students their definition of a simile and a metaphor. I will begin the PowerPoint presentation

providing the dictionary definitions. After providing the definitions, I will ask students if they

can think of any examples of similes and metaphors. I will then provide a list of common similes
and metaphors on the PowerPoint presentation. This leads into the teacher directed portion of the

lesson.

Teacher Directed (20 minutes):

I will play Katy Perry’s song “Firework” on YouTube with lyrics. After playing the song,

I will then provide students with a handout of “Firework”. On their own, students will highlight

as many similes and metaphors as they can find. After about 15 minutes or less we will

reconvene as a class. I will have a copy of the handout on the board and will go line by line

identifying similes and metaphors in the song as a class. We will also analyze each use of

figurative language and discuss the meaning behind them. We will then discuss why the similes

and metaphors were used, and how it intensifies the emotion in the song.

Collaborative (30 minutes):

Students will be split into their small groups. Once split, students will work together to

choose a theme (food, colors, emotion, sports, class subject, etc.) and create a short song/poem at

least a page in length.

Independent Digital (30 minutes):

Students will use tablets or laptops to explore YouTube Kids. Students will find a song

on YouTube Kids and identify at least 3 similes and 3 metaphors. Students may choose more

than one song if they have trouble finding 3 examples of each from one song. Students will write

in their English/Language Arts notebook the title and singer of the song(s) they used, followed

by their 3 examples of similes and metaphors. Under each example students should provide some

explanation of why it is a simile or metaphor (underlining like/as or is/was/a/an, etc. &

explaining the comparison).

 Closure (20 minutes):

Students will share their collaborative songs/poems with the class. Time permitting every

group will share. The group will stand together at the front of the class to read their work. They

may choose one student to speak or they can take turns. After each group, the class (teacher will

call on one student) will identify 1-2 uses of figurative language and explain how/why it is s

simile or metaphor. Before leaving class, students will hand in their group work (ensure all group

member names are on the paper). Students will also hand in their notebooks with completed

YouTube Kids song analysis.

Rationale:

Multimedia 1 – YouTube Kids:

I chose YouTube Kids because it is a kid friendly app that can be used to search

for songs. It supports the standards and objectives of this lesson because students can find

a song and identify figurative language within that song. It allows students to work

independently using technology. This app also appeals to kids and will make learning

about figurative language a more entertaining experience. YouTube Kids has a 4.7 rating

on the app store. This app also allows for parental controls with content levels by age

group. There is also a timer intended to limit screen time which can be used in instances

where there is a time limit for a lesson/activity. The app is free and easy to start using

upon creating an account. (At the beginning of the school year I would have

parents/guardians create an account for their students if they do not already have one.)

The use of this app in this lesson supports all learners. Auditory learners are able to listen

to figurative language in their songs on the app. Visual learners can look up lyric videos
on the app. Kinesthetic learners are included because students will write down the lyrics

they found on the app and analyze them in their notebooks.

Multimedia 2 – Katy Perry’s “Firework”:

I chose this piece of multimedia because music appeals to kids. It is a fun way to

learn about figurative language. It also helps students understand that figurative language

is used in daily life, and many of them have likely been using/hearing it without realizing

it. It supports the standards and objectives because there is figurative language used

several times throughout this song. Students will be able to easily identify the figurative

language since it is used very frequently throughout this song. I chose a lyric video, so

the song appeals to both visual and auditory learners. It also appeals to visual and

kinesthetic learners because I have students highlighting figurative language on their own

lyric sheet.