Lesson Plan Four Column Format

Title: Deal or No Deal: Literary Devices Edition

Teacher Name: Madison Kozeny
OVERARCHING GOALS FOR THE LESSON
Students will take what they have learned about literary
devices and be able to determine whether a
phrase/sentence is a simile or a metaphor

Content Area: ELA

Grade Level: 2
LESSON OBJECTIVES AND STANDARDS
9.1 Identify the literary devices of simile and metaphor
and sound devices; explain how the author uses each.
Students will be working in teams.
They will be identifying metaphors and similes (from the
PowerPoint).
Students will be able to correctly identify terms 2/3
times.

IMPORTANT CONTENT CONNECTION: Describe the important concepts related to this lesson that students have as prior
or future concepts to learn.

Students have been studying literary devices in previous weeks, and have specifically been studying similes and
metaphors this week. Students will apply this previous knowledge to this practice game.
IMPORTANT THEORETICAL CONNECTIONS & FOUNDATIONS: Describe the important theoretical underpinnings of
the lesson, both general and content-specific theories of learning and development.

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MATERIALS. List the texts, equipment, and other materials to be used by the students. List the materials, including
equipment or technology used by the teacher in presenting the experiences.
Paper and pencils

PowerPoint with metaphors and similes

Paper suitcases with numbers on the front, and exercises on the back
Space to move around
Components of the
Anticipated Student
Teaching notes
DIFFERENTIATION: list
lesson. learning activities
Responses and solution
and key questions (and time
allocation)

strategies. (Potential Barriers

& Misconceptions)

adaptations for ELL, EC, LD

LINK PRIOR
KNOWLEDGE. Outline

Students could be
confused about which is
which, give hints as
necessary.

Teacher will clear up

misconceptions during the
review portion.

procedures for activating prior

knowledge and student
interest.

Who can tell me the

Evidence of learning.
Evaluation points or
assessment questions.

Are students able to recall

what similes and
metaphors are? Do they
know the difference
between the two devices?
Can they see a sentence

difference between a simile

and a metaphor?
I will put in a reminder of
the definitions of simile and
metaphor as a review
before the game.
INSTRUCTIONAL
STRATEGIES. Outline what
the teacher(s) and students
will do to Engage & Educate.
Active learning tasks. If
required, include the script of
your lesson here.

and/or phrase, and be able

to identify which device it
is?

Students could potentially

stand too close to desks
when moving, have them
spread out.

Because of limited space,

exercises chosen will be
suitable for staying in one
spot/area.
Exercises will also be
chosen/modified based on
need and limitations of
students.

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Review
Split students into 2
groups
Go over the rules of
the game
Play the game, and
teach how to do each
movement as the
game goes along
Individually answer
questions and review
Move on to the next
task
REFLECT and
SUMMARIZE. Outline how
you will close.

Once the game is over,

students will get out a
sheet of paper and pencil,
and individually identify
metaphors and similes from
the PowerPoint. Then, the
class will go over the
answers together.

EXTENSIONS/CONNECTIO
NS. What other lessons does

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this lesson connect to?

This lesson will connect

with the poetry and writing
units. Students will
eventually learn to write
their own similes and
metaphors, and incorporate
them into their own poems.
REFLECTION: After the lesson, reflect on what went well and what didnt go well. Write changes you might implement the
next time the lesson is taught.

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Reference Sheets

Review

Who can tell me the difference between a simile and a metaphor?

Split students into 2 groups

Go over the rules of the game

Play the game, and teach how to do each movement as the game goes along

Individually answer questions and review

Move on to the next task

Rules of the game:

Groups must pick a group leader

The group leader will tell the class the answer for the whole group.

If they are right, the group leader will pick a suitcase and read the exercise out loud. They will ask their group
if they want that one (thumbs up or thumbs down). If deal, then the whole class must do that exercise. If no
deal, the group leader will pick another suitcase, and the whole class must do that exercise.
If the group is wrong, the other group will steal and that group leader will pick a suitcase.

Exercises
Stretch
Arm circles
Elbow to knee touches
Hop on one foot
Balance on left foot
Balance on right foot
Jumping jacks
Jog in place