Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model 2
Name:

Jordan Canty

Date: 10/21/15

PART I: PLANNING
Title of Lesson

Source
Subject Area (s)
Grade Level
Curriculum Standards

Similes and Metaphors

An original lesson
ELA: Language Arts (Figurative Language)
3rd grade
Standard 9: Interpret and analyze the authors use of words, phrases,
and conventions, and how their relationships shape meaning and tone in
print and multimedia texts.
-

Description and
Background Information

Lesson Objectives

Varying Objectives for

Access prior knowledge by asking students what they already

know about simile and metaphors.
Review simile and metaphor
Hand out simile and metaphor cards to each student and have
them raise up the appropriate card based off of a given sentence.
Review the answers as a class
Listen to audio of a story/song and determine whether the line is
either a simile or a metaphor
Students will complete Simile assessment as a quiz grade
Ask students what they learned from the lesson. Quickly review
simile and metaphors.

Students will be able to differentiate between a simile and metaphor,

explain why a statement/sentence is either a simile or a metaphor, and
explain what two things are being compared in the statement. 95% of the
class will pass their assessment with an 80 or higher.
For students having difficulty with similes and metaphors, have those

Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)

Statement of Purpose

Materials and Resources

Anticipatory Set

students who finish early and understand the concept work with them
(cooperative learning). For those students who have difficulty seeing the
board move up closer; and have most of the lesson written out either on
the promethean board or on the whiteboard for those students who are
hearing impaired. For any ELL students provide pictures to go along
with the sentence, and if possible a translation to their native language.
Students need to know the underlying meaning in similes and metaphors
in order to understand what someone truly means. Understanding that
figurative language is not literal is vital to communicate effectively. If
students really thought that a watermelon was the same size as a house
when they read or heard someone say My watermelon was as big as a
house. Then they would be confused when they see the watermelon and
turns out to be smaller than a house.
Materials:
- Promethean board
- PowerPoint
- Whiteboard
- Computer
- Dry erase marker/ eraser
- Recording
- Assessment
Students:
- ELA journals
- Pencils
- Simile and metaphor cards
Write two attention grabbing (funny) sentences on the board. Give each
of the students a simile card and a metaphor card. Give the students 3-5
minutes to order their cards appropriately on their desk, based on the
two sentences written on the board. Go over the appropriate answer as a
class, and why the answer is correct.

Part II: IMPLEMENTATION

Pre-assessment

Teacher Modeling or
Demonstration

Ask students what they already know about similes and metaphors and write
down the list on the whiteboard.
With the anticipatory set the students will choose what they feel is the
appropriate answer. Afterwards the teacher will explain why a certain sentence
is a simile and the other is a metaphor.

Guided Practice

Checking for
Understanding

Independent Practice

A sentence containing figurative language will be displayed on the board, then

students will have to select the appropriate card whether it be simile, or
metaphor. Then they will be directed to a side of the room to see which students
chose simile and which chose metaphor. The teacher will then go over the
appropriate answer and why.

Ask students:
Why is _____ a simile?
Why is _____ a metaphor?
What are the two key words you look for in a simile?
Why is _______ not a simile/metaphor?
Any questions?

Students will be given a simile and metaphor card. Two sentences will be
written on the board, and students will be given time to find which sentence is a
metaphor and which one is a simile. Students will also receive a worksheet on
Similes, and will complete that assignment as a quiz grade.

Closure

The teacher will ask the students what theyve learned from the lesson that day,
and if they have any confusion with anything taught while passing out their
assessment.

Assessment

The Similes assessment is a multiple choice assignment in which the students

will be given a simile and will have to determine which of the given answers the
true meaning of that simile is.

(Give a description and attach

to lesson plan)
Extension Activities

Technology

Connection Across the

Curriculum

Students can have their parents or older siblings create a simile or metaphor and
give it to them to figure out what type of figurative language the sentence
belongs to and what it means. Parents may also give them a list of items to
compare and have them practice writing it as a simile or a metaphor.
There are a plethora of interactive activities students can utilize on their free
time at home. There are also songs based on simile and metaphors and the
difference between the two on YouTube. In this particular lesson plan Microsoft
PowerPoint will be utilized.
Arts: Have students draw the literal meaning of a given simile or metaphor to
see how silly it would be.
P.E/Health: Students can play red light/green light based off how they answer a
question. If the students say a sentence is either a simile or metaphor and they

are correct then they can take a step forward; if they are incorrect then they
have to take a step back. Students win the game by making it to the finish line.

PART III: REFLECTION

Strengths

Weaknesses
Suggestions for
Improvement

Student engagement was very prominent throughout the lesson

Students were able to accurately identify the difference between similes
and metaphors

Work on timing activities and pacing during instruction

Give students more time for assessments, and independent practice

Time lesson components with some form of a stopwatch, to remind you

when to move on from an activity. Also dont try to force so many
activities into a lesson.
Revised 6-2013

THE CLAFLIN IMPERATIVE:

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY