Blended Learning Lesson Plan

Lesson Title:
Similes and Metaphors are a Walk in the Park!
Objectives:
Students will be able to distinguish when there is a simile and/or metaphor being used in
writing.
Students will be able to formulate their own similes and metaphors.
State Standards:
9.1 Identify the literary devices of simile and metaphor and sound devices; explain how the author uses
each.

Context: I am teaching this lesson to inform my students about figurative language. The lesson
prior to this was most likely about the concept of a literary device, but this lesson is the first for
the figurative language unit. Students will use their knowledge of comparisons to help recognize
when a simile or metaphor is being used. After this lesson, my students will learn about more
figurative language devices such as hyperboles and personification. I will be teaching my
students about figurative language and how it is used in text.
Data: In this lesson, students will be put into groups of 5. Their groups will be based on their
reading level which was decided from their most recent Developmental Reading Assessment.
Data will be collected from this lesson via Google Form. There will be a few comprehension
questions about what they have learned and I will use this data to see which students may need
more time with the topic.
Materials: List all materials used (i.e. websites, apps, pencils, iPads, computers, worksheets,
diagrams, textbooks, etc.)
- Presentation
- YouTube video
- Whiteboard
- Reading worksheet
- Pencils
- Computers
- Website
Procedures:
Introduction (10 minutes): My students will walk into the classroom quietly and place
their items in their cubbies. They will then find their assigned seats and wait patiently for my
instructions. I will then proceed to very briefly review the concept of a literary device, simply
stating that it is something writers use to deliver a message in a unique way. Then, I will explain
that they will be doing a station rotation activity about similes and metaphors. I will tell them
that there will be one station with me, a collaborative work station, and a station on the
computer. Each of them will be 10 minutes long and happening simultaneously. I will tell them
what they will need to do at each station and to bring a pencil witn them. I will makre sure that
they understand that once the timer goes off, they must switch to the next station.

Teacher Directed (10 minutes): In the small group, I will have a presentation on what a
simile and a metaphor is. I will explain how to identify each of them and make sure they
understand the differenc between the two. I will then play a short YouTube video simply
explaining what a simile and a metaphor is. Next, I will go on to show multiple examples of each
to ensure they have a clear understanding. Then, I will ask if they could come up with any
similes or metaphors of their own and we will write them on the white board.

Collaborative (10 minutes): This station will be a group reading activity. There will be a
short, simple definition of simile and metaphor at the top of the page, and then students must
read a short story. Each student must read part of the story, about 2 sentences per student. After
reading the story, students will work together to figure out where the similes and metaphors are
located in the story. They will underline the similes and circle the metaphors with a pencil. The
worksheet being used would be the one shown below:
 Independent Digital (10 minutes): Students will use a computer at this station to play an
online game about similes and metaphors. This station is to be used as a “brain break” and let
students have fun while still practicing their knowledge of similes and metaphors. When the link
is first clicked it will show game options and students are to choose game 1. In this game,
students are trying to keep the bad birds away from the eggs and when they run out of arrows,
they will be asked a question about what is being compared in the simile or metaphor.

Game link: https://www.turtlediary.com/game/metaphor-and-simile.html

Closure (15 minutes): When the timer goes off at the student’s last station, they will
return to their assigned seats. When they are all sitting down, I will ask them if there is any
questions about the lesson. After answering any questions, if any, I will then let them know there
is an exit ticket they must complete. They will be asked to complete a Google Form which will
have a few questions about similes and metaphors to review. I will then be able to use this data to
see who may need more time with the topic. After they complete the Google Form, they are to
log off their computers and wait for my transition into the next subject of the day.

Rationale:
#1- YouTube Video: This video supports my student learning because it helps simply explain the
topic. It also helps walk students through writng their own similes and metaphors. I chose this
piece of multimedia because it’s engaging for students. BrainPOP is a source that many teachers
use, so I am sure of its high-quality. This video is compliant to the LORI criteria because it
matches the learning goal alignment, it helps motivate students to create their own similes and
metaphors, and the presentation design keeps students engaged. The video helps differentiate
instruction because it has a visual aspect for those who are visual learners and since it’s an online
video, someone who may be out sick could view the video from home and learn more about the
topic.

#2- Online Game: The online game is an interactive tool that will keep students engaged while
still practicing their skills on the topic. I chose this game because I figured the independent
digital station should be used for students to relax/have fun, but they are still able to review their
knewledge. It is compliant to the LORI criteria because its presentation design is extremely
engaging to the students, its interaction usability also helps to keep students engaged, and lastly,
it has feedback in the game. If a student gets a question wrong, it will tell them the right answer
so they could hopefully understand what they did wrong and get it right next time. This game
helps to differentiate instruction because its interactive aspect may help students grasp the topic
better.