Lesson Plan Template

Candidate Name: Mai Boone

Grade Level: 5th
Content Area: Reading ELA
Estimated Lesson Length: 30 minutes
Setting: (x) whole class ( ) small group ( ) Individual- asynchronous
Co-Taught Lesson: (x) yes ( ) no
MAIN CONCEPT/Central Focus
Students will apply their knowledge of figurative language (idioms, simile, and metaphor) to
understand the key events and mood in chapter 8 of the novel, Dark Water rising.
RATIONALE
It is important for students to be able to identify different uses of figurative language in text to
develop an understanding of how different feelings and moods affect the events, characters, and
setting in a book.
STANDARDS
ELA
ELA.5.RL.4.Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes.
ELA.5.RF.4a. Read on-level text with purpose and understanding.
ELA.5.W.2d. Use precise language and domain-specific vocabulary to inform about or explain the
topic
ELA.5.L.5a. Interpret figurative language, including similes and metaphors, in context.

ELD
ELD.5.P1.12a. Use a select number of general academic and domain-specific words to create
precision while speaking and writing.

OBJECTIVES
● Students will be able to properly define an idiom, simile, and metaphor
● Students will be able to properly identify an idiom, simile, or metaphor as presented in a
section of text
● Students will be able to describe the mood present within Chapter 8 of Dark Water Rising
● Students will be able to compare and contrast the moods of Chapters 6 through 8 of Dark
Water Rising.
ASSESSMENTS
Formal Formative Assessment: The students will be completing comprehension questions on
Chapter 8 in their Dark Water Rising packet. They will answer questions regarding figurative
language, mood/feeling, and key events in the chapter. This will allow the teacher to assess how well
the students understand the key language and recall major events in the chapter.
ACADEMIC LANGUAGE DEMAND
In this lesson, students will be using their reading skills in order to comprehend the various figurative
language present throughout the text. Additionally, they will need to combine their knowledge of the
book’s content and their vocabulary to answer comprehension questions in their reading packet as
well as questions asked by their teacher. They will also verbally communicate with their partner to
discuss answers and share ideas.
CONTENT VOCABULARY
● idiom
● simile
● metaphor
● wisps
● swells
● prairie
● uneasy
● envy
● solemn
● procession
● mourners
● indefinable
STRATEGIES/TECHNIQUES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT
The teacher will occasionally stop the read aloud to check if students understand key vocabulary
words, as well as go over uses of figurative language in the story. The key vocab words will be listed
on the whiteboard as well.
STRATEGIES FOR ENGLISH LANGUAGE LEARNERS
In this lesson we will specifically be looking at figurative language. There will be a word bank to
identify words of importance in the text, there will also be a think-pair-share to discuss the quotes of
figurative language. In reviewing the highlighted quotes, the students will compare and contrast how
figurative language used amongst them (metaphors vs. simile), additionally, the quick write response
chart allows students to look at their peers' thoughts in comparison to their own.
STRATEGIES FOR STUDENTS WITH SPECIAL NEEDS
● Access to read alongside a partner with a higher reading level
● Access to key vocabulary
● Ability for the questions in the packet to be read to the student
● The teacher will project the packet onto the board and assist with vocab, sentence framing, and
characters.
TASK ANALYSIS
At the fifth grade level, students will already know how to formulate their own ideas and opinions. As
well as, defend/change their stance on a subject when receiving new information from their peers,
teacher, and other sources.
INSTRUCTIONAL SEQUENCE:
Introduction: The teacher will ask the students to put away their silent reading books and pull out
both their Dark Water Rising book and packet. The teacher will put up the quick write response chart
on the whiteboard and let the students know that they will be contributing another sticky note to the
chart after they read the chapter. The teacher will ask everyone to turn to page 62 in their book and
open their packet to chapter 8. Once all students are ready the teacher will read chapter 8 aloud. As
they read the teacher will make sure to add key vocabulary words to the board.

Lesson Sequence: Once the chapter is over, the teacher will project the packet onto the whiteboard
and ask the students to write in the new characters that were mentioned in the chapter somewhere
on their page. Then, the teacher will go over the prompts for each question with the students, asking
students to share their thoughts and some examples that could be used as an answer. When the
teacher gets to question 3, they read the student 3 different quotes from the chapter and ask them to
identify which form of figurative language it is. They will also ask the students to explain what feeling
the quote is trying to portray and how they know this.

Closure: The teacher will allow the students time to work with a partner to complete their response
questions. The teacher will also distribute a new sticky note to each student so that they may respond
to the quick write chart using one of the prompts present. Once each student has put up their sticky
note, the teacher will pick some of the responses to discuss with the class. Once the discussion is over,
the teacher will ask the students to put away their Dark Water Rising materials and get out their math
supplies. They will listen to their podcast while doing daily math.
CONTENT EXTENSIONS
Students who finish early can get a start on their quick write response. If they also finish that then
they will assist with students who need assistance or need extra help.
CONTENT INTEGRATION
This text can be used in an art setting. The students first learn about expressionism, which is a form of
art that explicitly captures the emotion behind an event/person/thing. An example would be Van
Gough’s Starry Night. The students would then be asked to create an expressionist style painting
based on an event from Dark Water Rising.
SOURCES
Hale, M. (2010). Dark water rising. Square Fish.

MATERIALS AND SUPPLIES NEEDED

● Dark Water Rising Book (1 teacher copy) / (30 student copies)
● Dark Water Rising Packet (1 teacher copy) / (30 student copies)
● overhead projector
● pencils
● Quick Write Chart
● Post-It notes
PERSONAL TEACHING FOCUS
I want to make sure that students have a clear understanding of the differences between idioms,
simile, and metaphors. The key idea I want students to understand is MOOD, what is a mood? How
can an author set the mood in a story?