Clinical Lesson Plan

Name: Emily Head

School: Cypress Springs
Topic: Similes

Date Written: 1/28/17

Grade: 5th
Date Taught: 1/31/17

Subject: Reading
Time Frame: 30 minutes

Lesson Foundation:
*Summary of Content
Knowledge:
Goal(s)/Objective(s):
Standards:

The students were previously taught how to use context clues in aiding
them in understanding a sentence or word that they did not know or
understand previously.
TLW identify similes and explain their meaning.
CCSS. ELA-Literacy.RL. (3rd) 4

Teaching Strategies:
Specific Strategies Implemented Questioning students/ Prompting specific answers
into this lesson:
Underlining similes
Accommodations/Modifications
(must include all IEP,504):
Differentiated Instruction:
Behavioral Management
Strategies:

Read aloud all, read aloud non-ELA, extended time, repeat directions,
specific seating
Small Group
Working in a small group allows for more individual instruction with the
students and helps to monitor the students behavior better.
Saying the students name to redirect them to the task at hand.
Counting down from 5

Materials Used:
Technology Integration:
Teacher Materials:
Student Materials:

Timer
Highlighter
Lightning Strike passage
Simile worksheet
Lightning Strike passage
Pencil
Simile worksheet

Description of Teaching/Learning Activities:

Introduction/Motivation:

TTW discuss with the students what they talked about the previous day.
The discussion will be to see what all the students can remember about
similes. Ultimately, I want to see if the students can tell me that similes use
like, as, and than, if they remember that not every sentence that uses
those words are similes, and if the students can tell me how to uncover
what a simile means in a passage or story. How can we identify the
meaning of the simile and what the author is trying to tell us?
Lesson
TTW tell the students that they are going to look at a new passage called
step-by-step descriptions Lightning Strike. TTW read the passage aloud to the students while they
of the teacher and learner also have their own copy. While I am reading the passage to them, they are
challenged to underline any similes that they find throughout the passage.
subheadings for each
transition/station
all questions listed in bold Read the passage
Students underline similes that they find while the teacher is reading
Once the passage has been read, the teacher and students go through the
passage again, identifying similes throughout. When similes are being

identified, I will highlight them in my own passage. Having the students

identify similes while I read the passage will help me to see if any students
were able to identify any similes on their own. We will find all the similes
from the passage our second time going through it and the students and I
will discuss what the meanings of them are. Will the students be able to tell
me the meaning of the similes on their own or will they need a little
guidance from me.
Similes in the passage
Alex leapt out of the car like an antelope.
More fun than a barrel of monkeys!
The ones Alex got were red and looked like they belonged to a clown.
Alex felt as though his stomach had dropped out of him.
The words hit Alex like hailstones..
It looked like a bolt of lightning.
They flew apart like startled geese.
Closure:

Enrichment, Supplemental,
Home Learning:

The students and I can talk about if learning about similes the previous day
had helped them to understand some of what happened in this passage.
Did the lesson yesterday help the students understand the similes today?
We will talk about how understanding similes as you read will help you to
understand the story with what is happening, how the characters are
feeling, and understand a little about the characters.
The students will work on a simile worksheet if we complete the Lightening
Strike passage with time remaining. For the simile worksheet, the students
will read a passage and identify similes on their own: what is being
compared and what is the meaning of the comparisons. There are three
similes in the passage.

Assessment Plan
Summative/Formative
Assessment:
Evidence of Student Learning:

Were students able to identify similes on their own as the teacher was
reading the passage Lightning Strike?
Will the students be able to tell me the meaning of the similes on their own
or will they need a little guidance from me.
Were the students able to identify similes? Did they know the meanings of
the similes? Did they need help from me? If there was time, were they able
to complete the simile worksheet on their own?

Professional Reflection
What went well?
What could be improved?
What did you learn?

Lightning Strike

By Dan Stahl
Bye, Mom! Alex leapt out of the car like an antelope.
Bye, Alex. Ill see you at five. Have fun!
Obviously Alex was going to have fun. He was going to a birthday party at
the bowling alley. Birthday parties were always fun, and bowling was always
fun. Put them together, and youd have more fun than than Alex
remembered something his teacher said. More fun than a barrel of
monkeys! Alex didnt know why a barrel of monkeys would be fun, but
doubting his teacher never occurred to him.
Alex saw the other guests and Matt, the birthday boy, as soon as he walked
inside. They were crowded together, batting at a bouquet of balloons and
squealing. Matts dad stood next to them, trying to maintain order.
Alex walked over and was greeted with a storm of cheers. Matts dad
shouted over the whooping. Okay, now that Alex is here, we have
everyone. Lets get started.
First they had to trade in their shoes for bowling shoes. The ones Alex got
were red and looked like they belonged to a clown.
Next they had to choose a lane. Matt, Alex, and the other guests started
walking to the one on the far right. They all liked that lane because it had
bumpers.
Before they could get there, Matts dad yelled at them to stop. Where are
you going? Youre not going to the bumper lane, are you? Bumpers are for
babies.
Alex felt as though his stomach had dropped out of him. He had only ever
bowled on bumper lanes. On regular lanes your ball could go in the gutter. If
that happened, you would get no points. You would get made fun of.
He looked at the others. They were trudging toward Matts dad, who stood
in front of a lane near the middle of the bowling alley. Alex was doomed. He

followed the others, but his stomach stayed in the spot where hed been
stopped by the call of Matts dad.
Now Matt and everyone else were picking out their bowling balls. Alex found
one that was a bluish-white and practically glowed. The holes fit his fingers
perfectly. Not that it mattered now.
Matt went first because it was his birthday. His ball wobbled down the lane,
edging to the right. About halfway down it fell into the gutter with a thunk.
Same thing the second time, except the ball went to the left. When Matt
turned around, he looked like he was about to cry. Nobody said anything.
The birthday group was no longer a squealing crowd. It was a bunch of
mourners at a funeral.
Alex crackled with dread as he waited for his turn. His anger at Matts dad
was electric. The party was supposed to be fun. Now it had been completely
ruined.
Alex, youre up! called Matts dad.
The words hit Alex like hailstones, angering him further. He grabbed his ball
and stomped to the starting dots. His anger swelled into a whirlwind. His
eyes became misty with tears, but he blinked them away.
Now he could clearly see the lane in front of him. He looked at the gutters
gaping on each side of it. They were greedy mouths, just waiting to devour
his ball.
AIEEEEEEE! he screamed, charging forward. He flung the ball with the
force of a hurricane. It whizzed down the lane, a blue-white streak. It looked
like a bolt of lightning.
At the end of the lane, the ball hit the pins with the sound of a thunderclap.
They flew apart like startled geese. The monitor displaying everyones score
flashed. Matt and the rest of the group exploded in Whoa!s and Yeah!s.
Not a single one of the pins was standing anymore. Alex had gotten a strike.

Name: ___________________________________________
Directions: Read the passage. Identify three examples of similes. Underline each example and
explain its meaning below.
Similes
Sometimes I think that Im as blind as a bat. Yesterday my teacher asked us to find examples
of similes. Im usually smart as a whip, but I couldnt find anything. My mind was like a blank page. My
friend Brian suggested I look in the newspaper. On the front page was the headline Flag Flies High
as a Kite. There were no similes there. Next I tried looking in my favorite book. It is a book about
baseball. The main character in the book speeds around the bases like a racecar. But there were no
similes there either. Finally, Brian said, Youre as slow as a snail. And I said, Aha! There is a simile!
1.) Compares ___________________ with _______________________
Meaning: ___________________________________________________________
___________________________________________________________________
___________________________________________________________________
2.) Compares ___________________ with _______________________
Meaning: ___________________________________________________________
___________________________________________________________________
___________________________________________________________________
3.) Compares ___________________ with _______________________
Meaning: ___________________________________________________________
___________________________________________________________________
___________________________________________________________________