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Below, create your first draft of a 5 E lesson plan using the lesson vision you created yesterday
SECTION THREE

1.OBJECTIVE: SWBAT Differentiate between Similes and Metaphors when children apply them in their classroom
communication
2.ASSESSMENT / Direction: Identify each statement as simile or metaphor and circle the two things being
ESR: compared 1. Her hair is as black as night (S) 2. Life is Music (M) 3. He is strong like a bull
(S) 4. She has a heart of gold (M) 5. After School hours i and my sister are couch potatoes
(M) 6. Your backpack is as light as a feather (S) 7. My wife is an angel (M) 8. Her hands are
as cold as ice (S) 9. He was as tall as a six-foot-three-inch tree. (S) 10. Life is a box of
chocolates (M).

3a. Why Keypoint: Since Similes and Metaphors enhance the imagination of the children who
communicate, so understanding the difference will be essential

3b. What Story Telling Method and Objectification will be adopted in order to help our
Keypoint: students co-relate between things which have interesting similarities

3c. How Using the easiest and simplest examples a clear demarcation will be used between
Keypoint: similes and metaphors

4. 8 C’s: Creativity, Critical Thinking, Courage. Collaborate and Communication

LESSON METHODS

CRITERIA TEACHER’S STUDENT’S TIME

ACTION ACTION

ENGAGE Teacher Good Morning Students do the 6 Minutes

Actions: students, How are Action based on
CAPTURE 1. What you feeling their preparedness. 1 Minute Get
experience can
STUDENTS today? Ready, Prep
I give to my
ATTENTION students to
Not Ready, Not Shake Heads up
draw out prior Sure, shake your and down for 2 Minute First
ACTIVATE knowledge? heads up and expressing being example
PRIOR 2. How may I down for Ready, Ready, Shake
KNOWLEDGE connect this to Shake your heads Heads to sides for 2 Minute
my students to the sides for Not Ready, Keep Second
& and generate Not Ready and Still for Not Sure. example
excitement? Keep still for Not
Student
ASK Sure. Ok, Thank Students come 1 Minute
Actions:
QUESTIONS 1. What are the You. I can see prepared with Differentiate
students doing that 80 % of the various Hair Simile and
to record and class are Styles so that they Metaphor
process their Prepared and could learn about
prior ready. For the the Simile with a
knowledge? rest not to worry very easy example
2. What
activities will
we will learn by looking at their
students together. Now hair and
engage in? We will look at 2 comparing it’s
examples to color with that of
understand the Black Night.
difference
between Simile Students Clap
and Metaphors. I when their peers
am happy to note or themselves
that most of you answer correctly.
completed the Pre
Work for this
class where you Students Listen to
learned the basic the music and
meaning of understand how it
Simile and has so many
Metaphor. You variety just like
know why I Life is filled with
asked you to a lot of
come in different variety………
hair styles for
today’s class as So children use
the first example their Visual and
is “HER HAIR IS Auditory
AS BLACK AS sensations to get
NIGHT” Now engaged and also
look at your own reflect on what
hair, and then they know already
close our eyes to learn a new
and imagine the concept shared by
color of a dark the teacher. They
night, can remain excited
someone unmute throughout the
and tell me class.
what’s the color
you could see in
the night.
‘Deepa’ answers
BLACK. Ok, let
all clap for
‘Deepa’, Thank
You. We will
move to the next
example “LIFE
IS MUSIC” in
this example we
are describing
Life AS Music
and
understanding
that both are
filled with
 variety, as in
Music where we
have sad songs,
happy songs,
energetic songs
etc, Life is also
full of varied
kind of emotions.
I will play a 1
minute song,
mixed with 4
different types of
music for 15
seconds each.
Ask children to
express what they
felt about the
Music. Then
correlate it to
Life. Life has
happiness,
Sadness,
Excitement,
Dullness etc.,
So Similes use
the words like
or as to
compare things
—“Her Hair is
as Black as
Night.” In
contrast,
metaphors
directly state a
comparison
—“Love is
Music.”
Explore: Teacher Now we will go Children will work 8 Minutes
:: Allow Actions: out into the on their Activity
students to 1. What activity/ breakout rooms Sheet 1 2 Minutes
observe, experiment where we will do Instruction of
should be
record data, planned for the
a S&M a)Construct a Set Norms
design students? Construction of Similes using
experiments, 2. What will the Activity where Parts of Human 4 Minutes
organize their grouping look we will Explore Face, Color and activity
findings like? the difference Objects 2 Minutes
3. What kinds of further through b)Construct Summary of
questions will having fun with Metaphors using what is learned
be asked? forming Similes Family members and any Q&A
Student
and Metaphors and Fruits
Actions:
1. What are they On the Count of c)Do a comparison
doing to explore 5 we move between Similes
the concept? Get your Pencils and Metaphors
 2. How will they and Activity and how they are
use the Charts ready. 1, different by
materials/ 2, 3, 4, 5, Go thinking where
artefacts? they will apply it
3. How are they
recording and
The Teacher will when they use
organizing provide an their
information? Activity (Link communication
Provided on chat (written)
or sent by mail The Group will
already) which collaborate,
they will work communicate,
on. think critically and
be creative while
The Teacher will constructing the
share breakout Similes and
rooms where the Metaphors. This
Children do the way the difference
activity and will will become
visit the rooms to obvious.
check, monitor
and guide them.

We will move
back to Main
Room in 5, 4, 3,
2, and 1 Now

Once they come

back from the
Activity,
Questions will be
asked about what
they learned
about the
important
difference
between Similes
and Metaphors

Appreciate all for

Job well done.

Teacher will
finish with
Children doing a
War Cry. “We
smile like a
Teddy and We
are THE BUSY
BEES OF 3RD B”
Explain Teacher Ok Busy Bees The Children 5 Minutes
:: Introduces Actions: Now Listen, This actively listen, (by
laws, models, 1. What new is Important, Pay looking at the
theories, and situations can Attention screens we could 1 Minute for
students apply
vocabulary their learning
gauge Simile
:: Helps
students to? We learnt engagement) Explanation
explain the 2. How will through the using Harish
result of their students use Activity that Example (New
observations the formal USE WHITE and different
language as
they apply their
In Similes we use HAT from what they
learning to a a Comparison did the activity)
new situation? method using
Student words like
Actions:
1. How will AS
students apply
their learning in LIKE
a new situation?
2. How will they
use materials/ And is indirect ASK
resource to in approach QUESTIONS IF
apply their THEY HAVE
learning? For example DOUBTS
“Harish teeth is
as white as
Snow”

In The second HARISH WILL

method We use a GRIN AS WE
Direct statement SAY THAT
Approach where EXAMPLE, SO
we declare THEY WILL 1 minute for
something / REFLECT explaining
someone to Metaphor using
SOMETHING / Arun’s Example
SOMEONE
ELSE

LIFE IS MUSIC
(Both have
similar quality of
variety)
BIRD WINGS
LETS GIVE A WAVE
BIRD WINGS APPRECIATION
WAVE FOR ARUN
APPRECIATIO
N FOR ARUN
STUDENTS
I DO FOLOW &
REPEAT
Like Arun a
student) wrote JOY AND
CELEBRATION
DAD IS A JACK
FRUIT (ROUGH
OUTSIDE BUT
SOFT INSIDE –
So you mean that
they look very
strict but are kind
 also if we know
them deeply, as
in the case when
we open up the
Jack Fruit)

Remember the
word pairs are
two different
entities in both
Similes and
Metaphors (They
are Imaginary
and Figurative)
In actual our
Teeth are not like
Snow and Our
Dads are not Jack
Fruits etc…

Are you clear

now what the
DIFFERENCE 1 min Quick
between SIMILE Check on
and METAPHOR Clarity of
CHILDREN Explanation
ASK SHOW THUMBS
CHILDREN TO UP
SHOW
THUMBS UP IF
THEY ARE 2 Min Home
CLEAR Activity
QUICK
LOOK APPLICATION 1 – Simile
AROUND ACTIVITY
YOUR HOME WITHIN THE 1 – metaphor
AND SELECT ROOM
OBJECTS AND We use it for
MAKE next phase
COMPARISONS
– DO IT WITH
ANY TWO
OBJECTS
ONLY

Elaborate: Teacher Did we all enjoy Children become 8 Minutes

:: Provide Actions: the use of Similes excited about
students with 1. What new and Metaphors doing something
opportunities situations can and are ready to new and different 2 Minutes
students apply
to apply their their learning
apply them in a Instruction for
new to? New Situation on Independent
knowledge to 2. How will your own. Practice
new domains students use
:: Raise new the formal
questions language as This time you do
they apply their it by yourself.
learning to a
new situaton? Is it FUN, They Pull EARS 4 Minutes in the
Student
Actions:
Children…. to show their Breakout
1. How will Excitement…… Rooms
students apply Pull your ears if
their learning in you feel
a new situation? excited…..
2. How will they
use materials/ Look for
resource to Children who are Children once
apply their
not having videos again switch on
learning?
open, prompt their videos,
them to come display their
in…… energy

Watch for energy

and also tiredness
if any use Hand Children show
Symbol (Fingers either spreading
spread for Full of their fingers or
Energy, Closed make a fist
Fingers with a
fist for Less
Energy)

Describe the New

situation

Now Children
you will use the Children
room where you Acknowledge they
are sitting and have completed
notice 4 things
like Noting 4 things in
the room and
Ready 1, 2, 3 Go construct 1 Simile
and 1 Metaphor
WALLS,
WINDOWS,
DOORS,
SHELVES Etc
and use them for
Constructing
Similes and
Metaphors

After the first 2

minutes given for Children are sent
observation of into Break Out
your room rooms

You will be put

in Break Out
Rooms where
 you will share 1
Simile and 1
Metaphor with
your team
members and ask
question to each
other when you
have doubts. In the Breakout
Rooms, Children
We will move to discuss, share, ask
Break out rooms questions and also
in 5, 4, 3, 2, and learn
1 Now

Note what
Questions are
asked and what
answers are
provided by your
team members 2 Minutes in the
Main room for
Teacher will only Children share discussion and
observe but not their experience recap
interfere and acknowledge
each other by
We will back in Saying “ALLES
MAIN Room in GUTE”
5, 4, 3, 2, 1 now

Once you are

back we will
discuss for 2
minutes and
recap

Once students are

found to have
achieved this we
teach “ALLES
GUTE” which
means ALL IS
WELL”

Evaluate: Teacher Nice one Busy 14 Minutes

:: Administer Actions: Bees
formative 1. What form of 2 Minutes
assessment assessment can Now I will send Children listen Instruction
be done?
:: Provide 2. How do I
you a link on the attentively….. related to
space for know that chat, It is an Assessment
students to students have Assessment,
showcase learnt the
their concept? 1) The Rules are
understanding Student mentioned on the
Actions:
1. How will top of the
students show Assessment
their mastery? sheet.
2. How will 2) Enter Your
students assess
their own
name and
learning? Register Number
correctly in the
slots given.

3) The time given

is 10 minutes.

4) Totally 20
statements which
you need to
identify as either
Similes or
Metaphors.

5) Each right
answer given 1
Point, no
negative marking.
MUTES OFF
OK MUTES OFF

Ok, if you HOOHAH

understood what CHILDREN
has been said, SHOUT……JUST
give me a TO AROUSE
Hoohah…… ENERGY

Nice……

One of you ____

can you come ______ REPEATS
and repeat what THE
instructions I INSTRUCTION
gave

Good

Any Doubts
NO DOUBTS

Ok Good Go

Now let’s say our

CLASS WAR
CRY “Simile and
Metaphor for the CLASS WAR
Assessment” CRY

“AS SMOOTH “AS SMOOTH

AS A SAIL, WE AS A SAIL, WE
ARE THE ARE THE RAIL”
RAIL”

Assessment Time Assessment Starts 10 Minutes

starts

Assessment Time Complete

Ends Assessments

Receive Send Submission

Submission

Evaluation Wait for Results

Reports Sent Any Doubts noted

Clarifications Clarity attained 2 Minutes for

Improvement regarding Scores each student
Suggested

Explain Rational Understood and

of Assessment used for future
and Summary reference

PREVIEW OF
NEXT CLASS

PRE WORK

SCHEDULE