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UMF Unit-Wide Lesson Plan Template

Name: Melissa Eelman Program: Elementary Course: EDU 450


Education
Lesson Topic / Title: Similes
Lesson Date: 3/20/18 Lesson Length: 45min Grade/Age: 5th

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based on
content standards.
Learning Objective(s) Instructional Decisions / Reasoning
Students will be able to identify similes and
apply them to their own writing in order to
describe a character or event.

Learning Target: We are learning to identify


similes and apply them to our own writing.

Success Criteria
- Identify a simile
- Create 3 similes
- Apply similes to your own personal
narrative

Content Standard(s) Instructional Decisions / Reasoning

Similes assist with description in narrative writing.


CCSS.ELA-LITERACY.W.5.3.B
Use narrative techniques, such as dialogue,
description, and pacing, to develop experiences and
events or show the responses of characters to
situations.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and
determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

Self-Assessment: Students will be given 3 colored


cards. After we create the similes as a class I will
ask them to hold up the card that best represents
their understanding. Green means they are ready to
apply it, yellow means they need more practice and
red means that they do not understand it at all.
Students who assess as red or yellow have the
option to complete a practice worksheet instead of
the scoot activity.

Formative: Students will work to create their own


similes in the scoot activity. I will walk around and
check for understanding. I will provide scaffolding
in the form of examples for students who are
struggling with the activity.

Summative: Exit ticket and Personal Narrative. I


will give students an exit ticket at the end of the
lesson to assess their understanding of similes. I
will also determine their understanding when I see
how they applied similes to their personal narrative.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and/or Technology Instructional Decisions / Reasoning
-Song Lyrics
-Handout for student reference
Computer to play music video
-Scoot recording sheet
-Index cards with descriptions for the scoot activity
-Exit ticket
-Document camera
-Students personal narratives

Resources
https://betterlesson.com/lesson/resource/3103816
/simile-anchor-chart-pdf

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by
using a variety of instructional approaches, strategies, and technologies that make learning accessible to
all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

Introduction Rev 8/17


Learning Target and Success Criteria: We will go
over the learning target and success criteria and
students will paste it into their writing notebooks or
folders (J.F and A.S) (2 min)

Direct Instruction
Introduce Similes: I will give students a handout
and discuss what a simile is. “Similes can help us to
relate to our reader. (relatable content is part of our
success criteria for our personal narratives)
Everyone knows what dripping ice cream looks like
so if you compare that to rain the reader can picture
the rain coming down in small droplets.” (5 min)

Guided Practice
- Firework / I’ll make a man out of you(Mulan)-
Students will listen to the songs. They will
have the lyrics in front of them and will
highlight the similes in the songs. I will also be
highlighting to help guide students. (Firework
uses like and I’ll make a man out of you uses
as) (5-10 min)

- I will use the document camera to project the


lyrics we will discuss the similes that students
found (10 min)

- As a class, we will create 2 similes using the


document camera. (I will emphasize that all
similes need to be appropriate) (5 min)

Self-Assessment 1 min- Students will be given


3 colored cards. After we create the similes as a
class I will ask them to hold up the card that
best represents their understanding. Green
means they are ready to apply it, yellow means
they need more practice and red means that
they do not understand it at all. Students who
assess as red or yellow have the option to
complete a practice worksheet instead of the
scoot activity.

- Scoot- Students will work with partners or on


their own to create similes. I will have
different descriptions around the room and
students will need to create a simile for that
description. For example: The pillow is soft.
The simile could be: The pillow is as soft as a
cloud. I will give students this example before
they move to the stations. Some stations will be
easier than others. I will have numbers
denoting the difficulty. Students will choose 3
stations to go to. I will give students 2 to 3
minutes at each station and then say “scoot” at
which point they will move to a new station.
They should try at least one simile using as. I
will be walking around checking in with
students. If I see that they are having difficulty
I will provide scaffolding. (5-10min)

- Students will share their similes (5min) (If time


runs out we will end here)

Independent Application
- Students will find one spot in their writing to
create a simile. If they find one and finish that
they can move onto another one. (5 min)

Closure:
Students will return to the learning target and
determine if they feel that they met the learning
target for the day. They will complete an exit
ticket. (2-5min)

Meeting students’ needs (differentiation, Instructional Decisions / Reasoning


extensions, modifications, accommodations)

Accommodations Misconceptions
-Frequent check- in with J.F. (IEP requirement)
-Frequent check in with G.H (IEP requirement) Students might confuse similes and metaphors. I
will explain to students that if it does not have like
-R.M often states he “doesn’t get it”. He will have or as in the comparison it is a metaphor rather than
the definition of a simile and some examples in a simile.
front of him to work from. I am providing it to the
whole class but it is primarily for his benefit Students might think that a simile is any sentence
using like or as. I will emphasize that a simile has
-A.S. and J.F struggle with writing. I will provide to be comparing 2 things. Just saying I like ice
them with a sentence frame to help them with their cream is not a simile, but if you said, “The rain was
similes. hitting the pavement in little drops like dripping ice
cream,” that is a simile. Now the reader can picture
Differentiation the rain coming down slowly in little drops.
-The simile stations are leveled so that students can
feel challenged but not overwhelmed.
-Students have a choice to complete a worksheet
instead of the scoot activity.

Extensions: (Probably M.P, B.H, C.M, R.C)


-How would you explain what a simile is to
someone who did not know?
-Write a simile comparing a feeling to a person or
object.

Field Course Only – Post lesson


Reflection

This lesson went very well. Students enjoyed the music and were able to find similes. The scoot activity
was very successful. Students were able to work at their own level and came up with some impressive
similes. Most students held up green cards to demonstrate their understanding, however, I am not sure
that all the students were being honest. If I were to repeat this self-assessment I would have students close
their eyes so they could not see their classmates responses. Having the alternative assignment to scoot
was beneficial for one student in particular. He was able to get the extra practice that he needed to be
successful with the material. I ran out of time to hand out the exit ticket so I missed that formative
assessment opportunity. In the future, I will stop the scoot activity earlier in order to leave time for the
exit ticket.

Teaching Standards and Rationale

Standard #1 Learner Development: The teacher understands how students learn and develop, recognizing
that patterns of learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally appropriate and
challenging learning experiences.

Paraphrased: The teacher understands differences in learning in both pace and process and
differentiates instruction to meet the needs of all learners.

1(b) Creates developmentally appropriate instruction that takes into account individual learners’
strengths, interests and needs and that enables each learner to advance and accelerate his/her learning.

Rationale: In this lesson, I have used what I know about my students’ strengths to create an
engaging experience in which all students can be successful. My students learn well when they have
visual supports. This is what the handout is for. My students are at different writing levels. I have
considered the needs of each learner and provided appropriate scaffolding and accommodations.
The 2 students who struggle with writing have the sentence frames to support them in creating
similes. The scoot activity has specific directions written on it so that students can refer to them
throughout the activity. I have found that several of my students need directions to be repeated
many times, so writing it out is helpful for them. Some of my students are strong writers and have
already demonstrated knowledge of figurative language strategies. For these students, I have
created extension questions as an enrichment opportunity. A few of my students get frustrated
easily. The entire scoot activity is differentiated to allow students to work at a level that they are
comfortable with. The descriptions for the similes range in difficulty and students can choose
which stations they go to based on what they feel they can be successful with. In addition, if
students do not feel comfortable participating in the scoot activity and need more individual
practice they can complete the worksheet. The task on the exit ticket, much like the scoot activity,
is very open-ended. Students can write any simile that they want, meaning it can be very simple or
complex depending on their level. With these supports in place, all students have an equal
opportunity to be successful in this lesson.

Standard # 3 Learning Environments: The teacher works with learners to create environments that
support individual and collaborative learning, encouraging positive social interaction, active engagement
in learning, and self- motivation.

Paraphrased The teacher uses positive classroom management strategies and encourages student
participation. The teacher creates a safe learning environment so that all students are engaged in
the lesson and feel valued.

3 (k) Knows how to collaborate with learners to establish and monitor elements of a safe and productive
learning environment including norms, expectations, routines, and organizational structures.
Rationale: In this lesson, there are a lot of pieces that require students to be attentive and
respectful of classroom rules and expectations. In order to maintain a productive learning
environment, I use the method of call and response throughout the lesson. Students are already
familiar with this routine and have been using it since the beginning of the year. When I give
directions in the lesson I always emphasize my expectations for the activity. Students are
responsible for monitoring their own behavior. For the scoot activity, I have written the
expectations on the directions so that students can reference them. I also begin the lesson with a
conversation about keeping the similes they write school appropriate and respectful. This is to
ensure that all students feel safe in the learning environment. When students have the opportunity
to work with partners the expectations are reviewed before beginning the activity. I emphasize the
importance of collaboration. Some of my students tend to take over and do the work for their
partner and I want to ensure that each student has a chance to participate. With these elements in
place, students have an opportunity to work to their full potential.

Standard #4 Content Knowledge: The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects
of the discipline accessible and meaningful for learners.

Paraphrased: The teacher knows the subject matter well and understands how to build conceptual
understanding for students. The teacher plans lessons that involve meaningful activities in which
students make their own discoveries and develop a deeper understanding of the concept.
4 (a) Effectively uses multiple representations and explanations that capture key ideas in the discipline,
guide learners through learning progressions, and promote each learner’s achievement of content
standards.

Rationale: In this lesson, I am using multiple representations through verbal instruction, visuals,
and student application. Students begin by listening to my explanation and following along as we
find similes in popular songs. Next, students work as a class to practice writing their own simile.
Then, students get several opportunities to practice writing similes either on their own or with a
partner. Students will make their own discoveries about what comparisons make sense for different
descriptions. Finally, students apply their knowledge of similes to their own personal narrative. I
am guiding students through the learning progression by using the workshop model. At the
beginning of the lesson, I model how to find and write a simile. Then students are gradually
released to write their own similes with my support. By the time students are asked to write similes
in their personal narrative, they will have had a lot of guided practice and will be able to be
successful with the learning target.

Standard #8 Instructional Strategies: The teacher understands and uses a variety of instructional strategies
to encourage learners to develop deep understanding of content areas and their connections, and to build
skills to access and appropriately apply information.

Paraphrased: The teacher instructs in a variety of ways and uses multiple forms of representation
throughout the lesson. The teacher also plans different activities for students to learn from.

8 (e) Provides multiple models and representations of concepts and skills with opportunities for learners
to demonstrate their knowledge through a variety of products and performances.

Rationale: In this lesson, I am using several methods for students to learn and practice similes. I
am starting off by verbally explaining the concept to students, but they have a handout to follow
along. This handout will help my students who are visual learners. Many of my students learn well
with videos or songs. Students will practice finding similes in popular songs. The lyrics will be in
front of them and they will be able to listen to the song. This strategy targets auditory and visual
learners. The connection to pop culture will also help to keep students engaged in the lesson.
Students who enjoy movement will appreciate the scoot activity. There are several ways that
students can demonstrate their understanding of similes. They can participate orally in the guided
practice, highlight similes while listening to the song, and write their own similes during the scoot
activity and on the exit ticket. All of these methods give each student an opportunity to be
successful.
Examples for similes

It was quiet
The food tasted bad
It was heavy

Medium
It was hot outside
The water was blue

Harder
She made me angry
He grew quickly

Sentence Frame: ________________________ is


____________________________like____________________________

___________________is as____________________as________________________.
Do you ever feel like a plastic bag
Drifting thought the wind
Wanting to start again
Do you ever feel, feel so paper thin
Like a house of cards
One blow from caving in
Do you ever feel already buried deep
Six feet under scream
But no one seems to hear a thing
Do you know that there's still a chance for you
'Cause there's a spark in you
You just gotta ignite the light
And let it shine
Just own the night
Like the Fourth of July
'Cause baby you're a firework
Come on show 'em what your worth
Make 'em go "Oh, oh, oh!"
As you shoot across the sky-y-y
Baby you're a firework
Come on let your colors burst
Make 'em go "Oh, oh, oh!"
You're gonna leave 'em fallin' down down down
You don't have to feel like a waste of space
You're original, cannot be replaced
If you only knew what the future holds
After a hurricane comes a rainbow
Maybe a reason why all the doors are closed
So you can open one that leads you to the perfect road
Like a lightning bolt, your heart will glow
And when it's time, you'll know
You just gotta ignite the light
And let it shine
Just own the night
Like the Fourth of July
'Cause baby you're a firework
Come on show 'em what your worth
Make 'em go "Oh, oh, oh!"
As you shoot across the sky-y-y
Baby you're a firework
Come on let your colors burst
Make 'em go "Oh, oh, oh!"
You're gonna leave 'em fallin' down down down
I’ll make a man out of you

Let's get down to business, to defeat the Huns


Did they send me daughters, when I asked for sons?
You're the saddest bunch I ever met
But you can bet before we're through
Mister, I'll make a man out of you
Tranquil as a forest but on fire within
Once you find your center, you are sure to win
You're a spineless, pale, pathetic lot
And you haven't got a clue
Somehow I'll make a man out of you
I'm never gonna catch my breath
Say goodbye to those who knew me
Boy, was I a fool in school for cutting gym
This guy's got 'em scared to death
Hope he doesn't see right through me
Now I really wish that I knew how to swim
Be a man
We must be swift as the coursing river
Be a man
With all the force of a great typhoon
Be a man
With all the strength of a raging fire
Mysterious as the dark side of the moon

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