Mackenzie Wieneke

EDU 443
10/12/15
Lesson Plan One: Similes

Topic/Concept/Skill: Similes
Essential Questions:

1. How do metaphors affect communication?

2. How do similes affect communication?
Related Standard:
Common Core Standards:

4. RL.2.1 Refer to details and examples in a text when explaining what a text says explicitly and when drawing
inferences from the text.
4.RV. 3.1 Determine how words and phrases provide meaning to works of literature, including figurative
language (e.g., similes, metaphors, or hyperbole).
ACEI Standards:
2.1 Reading, Writing, and Oral LanguageCandidates demonstrate a high level of competence in use of
English language arts and they know, understand, and use concepts from reading, language and child
development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students
successfully apply their developing skills to many different situations, materials, and ideas.
Background: The students will use their previous knowledge about similes and how the function to help

understand the lesson.

Main Objective of Instruction: The students will be able to apply their previous knowledge of

similes(remember) to help them create and complete(create) a simile book that includes five similes about five
different family members, have no more than three punctuation or grammatical errors, and have illustrations.
Teacher Materials/Resources: The book My Dog is as Smelly as Dirty Socks, stapled booklets,

construction paper.
Student Materials: Pencil/pen, crayons or makers, ruler, glue, and scissors.
Anticipatory Set (Introductory Approach): To begin the lesson I will read them the book, My Dog

is as Smelly as Dirty Socks. After reading the book I will ask what the definition is and ask for examples. The
book is filled with similes about a childs dog and will show the students real life examples that they could use
for their books.
Instructional Procedures (Whole Group):

1. First, I will ask the students what the definition of a simile is and have them say their answers out loud.
A simile is a figure of speech involving the comparison of one thing with another thing.
2. Next, I will read them the book My Dog is as Smelly as Dirty Socks.

3. Tell the students to get out a blank piece of lined paper from their notebook. Have them choose five
different family members to write a simile about and write them down on the paper.
4. Ask the students to raise their hand to have their similes approved by me before you give them their
book.
5. When the similes are approved, give them a book that is already made for them to begin writing their
similes in.
6. Explain to them that they need a front cover that is illustrated and to write their name on the bottom of
the page. On each page they need to write a simile about one of their family members and then create a
drawing about them.
7. When they have written a simile about five of their family members, they need to color and make their
drawings stand out using crayons or makers.
8. When they are finished with the book they are to turn it in to the tray and then begin reading silently.
Provisions for Individual and/or Group Differences: For students who struggle with writing

similes I will allow them to choose only three family members to write about instead of five. For students that
excel and have mastered writing similes I will have them write similes about seven of their family members. I
will give them a list of words that they have to choose from in order to write their sentences to make it more
difficult. For the students that struggle reading I will put them in a group together and have them sit at the back
table with an aid so that we can help read to them.
Closure: To end the lesson I will have a few of the students share their book of similes with the class. I will

then ask one last time what the definition of a simile is and how they know what a simile is. After, I will tell the
class that we will be learning about metaphors for the next lesson.
Evaluation of Learning: To determine if a student knows what a simile is I will look at their books and

see if the similes are written correctly, that there are no grammar or punctuation errors, there are five different
family members, and there are illustrations.
Rubric:
Check plus: all of the requirements are met, similes are correct, no grammar or punctuation errors, five
different family members are used, and there are illustrations for every page.
Check: the similes are correct, there are only a few grammar and punctuation errors, there are five
different family members used, and there are illustrations.
Check minus: the similes do not make sense and correct words are not used, there are more than five
grammar and punctuation errors, fewer than five family members are used, and there are only a few
illustrations.
Independent Practice: For independent practice I will have the students take home their books and finish

them to bring back the following day.

FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name____Mackenzie Wieneke______________________________Lesson
Number______Two________________
Subject Area____Language Arts______________________________ Grade
Level_______5th__________________
Date__11/5/14__________________________ Start time___1:45_________ End
time___________________________
Cooperating Teachers
Signature_______________________________________________________________________
Topic/Concept/Skill: Similes
Related Standard:
5.RV.2.2: Identify relationships among words, including multiple meanings, synonyms and
antonyms, homographs, metaphors, similes, and analogies.
5.RV.3.1: Determine how words and phrases provide meaning to works of literature,
including imagery, symbolism, and figurative language (e.g., similes, metaphors, hyperbole, or
allusion).
5.1.5: Understand and explain the figurative use of words in similes (comparisons that use
like or as: The stars were like a million diamonds in the sky.) and metaphors (implied
comparisons: The stars were brilliant diamonds in the night sky.).
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.
Background: The students will use their previous knowledge of parts of speech to understand
what a simile is.
Main Objective of Instruction:
In order to understand how to identify and write similes the students will be able to break
down sentences and select the words that form a simile.
Teacher Materials/Resources:
The books My Best Friend is as Sharp as a Pencil, My Dog is as Smelly as Dirty Socks,
What Athletes Are Made Of, What Presidents Are Made Of. Home made books for the students.
Student Materials:
The students only need a pencil to complete the lesson.
Anticipatory Set (Introductory Approach):
I will have four or five books at the front of the classroom that are all about similes. I will
read one of the books aloud to the class and then talk to the students about what they think a
simile is. I will ask them if they could point out some of the similes that they heard in the story.
Instructional Procedures (Whole Group):
1. To begin the lesson I will read the students the book My Dog is as Smelly as Dirty Socks.
2. When I have finished reading the book I will ask the students if they know what a simile is.
I will then explain to them what the definition is and write some examples on the board.

3. Next, I will hand out a worksheet that has a page from the book I just read and the
students are to write down every simile that they see on that page. When they are
finished we will go over the worksheet in class.
4. When we are finished with the worksheet I will pass out a booklet that is filled with blank
pages. The students are to create a book about their family. There must be a title page
with the name of the author and it must be decorated. The students are to write about five
different family members. It can be parents, grandparents, aunts and uncles, siblings or
pets. Each page must have at least four similes written that describe that family member.
Each page must have neat and colorful illustrations.
5. I will give the students the directions and then allow them time to begin working on their
book in class. They are then to finish the book for their homework assignment.
Provisions for Individual and/or Group Differences:
If a student is struggling with understand the concept or how to create a simile I will give
them one of the books from the front of the classroom. I will have them look at the pages in the
book and ask them to find the similes and write them down. I will then ask them to determine
what they have in common. If they continue to struggle either an aide or myself will sit with them
and explain the topic again. If there is a group of students that are struggling I will place them at
the same table and give each one of them a page from the book. We will go over the definition
and then pick out examples from the pages. I will then give them a worksheet that has fill in the
blank sentences and they will write their own words to create a simile. For the children that have
a very strong understanding of the subject I will give them a worksheet with a blank face on it.
They are to create a picture of their face using objects from around the room.
Closure:
To end the lesson I will ask the students to repeat what a simile is and then give me an
example of what it is. I will then repeat the directions for their homework and ask them to
complete it for class tomorrow.
Evaluation of Learning:
To evaluate the childrens knowledge of the topic I will give them an assignment to take
home and complete and bring back the following day. The students will create a book about five
of their family members and then write four similes about each person. They are to illustrate and
color the pages in the book. When they bring back the book I will look over them and see how
well they are understanding the subject.
Independent Practice:
For independent practice I will assign the children with a homework assignment where
they create a book about their family. They will have a title page with the author on it and it
should be colored and illustrated. They will then write about a different family member on each
page and they are to write four different similes about them. Each page should be illustrated and
colored.

FRANKLIN COLLEGE
Education Department
Field School Lesson Plan
Name___Mackenzie Wieneke _________________________________Lesson
Number______1________________
Subject Area__Math_____________________________________ Grade
Level_____Fifth____________________
Date___October 1, 2014___________ Start time___9:45______ End
time_____10:30________________
Cooperating Teachers
Signature_______________________________________________________________________
Topic/Concept/Skill: Mean, Median, Mode and Range
Related Standard:

5.DS.2: Understand and use measures of center (mean and median) and frequency
(mode) to describe a data set.
Background:

The students will use their previous knowledge of how to add, subtract, multiply and divide numbers to help
them determine the mean, median, mode and range.
Main Objective of Instruction:

In order to have an understanding of mean, median, mode and range the students will be able to identify their
definitions and be able to compute the answers from a number set that is given to them. They will show they
have mastered the content by completing an in class activity within the hour they are given.
Teacher Materials/Resources:

I need four decks of cards and activity worksheets for the students.
Student Materials:

The students will need a pencil, their math book and a calculator if needed.
Anticipatory Set (Introductory Approach):

I will ask the students before the lesson if they know what the definitions of mean, median and mode are. After
reviewing the definitions they will read the lesson from their book and then tell me what they learned and
thought was interesting.

Instructional Procedures (Whole Group):

1. I will ask the children if they know what the definition of mean, median, mode and range are.
2. After the students have finished answering the questions I will have them read the paper of definitions
that I hand out.
3. When they are done reading I will then ask them what they learned from reading and what they thought
was interesting.
4. I will write three or four problems on the board and work them out with the class, explaining how the
process goes.
5. I will then call on students to come up to the board and try the practice problems from the lesson.
6. When we have completed the practice problems I will then split the class up into four different groups. I
will give each group a deck of cards and a worksheet. The first group will be working on mode, the
second median, the third mean and the fourth range. The students will each pick a card and lay it down
on the table. When each student has chosen a card they will then determine the mean, median, mode or
range.
7. Each group will have ten minutes at each station and then I will ask them to rotate to a different station.
8. After we have finished rotating through the stations I will ask each group to come and present one
problem to show the class. When they are finished I will ask them pick up the cards and hand them to
me and pick up the area surrounding them.
9. When the activity is over I will assign the even numbered problems in their book for homework.
Provisions for Individual and/or Group Differences:

For the struggling students I will place them in a group with a student that understands the concept but is not an
expert at it so they can explain the problems. For the more advanced children I will have them pick out more
numbers so that it is more challenging to find the answer. I will place all of the lowest students in a group and
monitor them and work with them or have a teachers aide work with them as they complete each activity.
Closure:

To end the lesson I will ask each group to come up to the board and show one problem that they did during the
activity.
Evaluation of Learning:

To evaluate the students learning I will assign the even numbered problems and then look at them the following
day to see if the children understand the concept.
Independent Practice:
For independent practice I will give them an extra worksheet to practice and make sure that they
understand the concepts. They will also complete the even numbered problems for homework!