DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

Teacher Candidate Raschelle Davis

Grade Level 6th

Title Metaphor

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:
ESL
Ernesto- 4, Jennifer- 5, Karen- 4, Denrick- 3, Eric- 5
IEP
Liam, Mason, Katie M., Shelby
Honors
Katelyn, Katie J., Ellie
Behavioral
Daniel- talkative and has a hard time staying focused.
Adrian Has a hard time staying focused.
Jonathan- talkative.
Classroom Environment:
The classroom is very neat and organized. The desks are pushed together into six tables. Five students at
each table. The teachers desk is in the back left-hand corner of the room. There is a kidney table in the
back right-hand corner. The classroom has an Elmo, a projector, and a screen available.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be
able to do?)
Standard: (3)
Language Standard 5
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g., personification) in context.
Content Walk-Away: I will interpret the meaning of metaphors within context. (1)
Language Walk-Away: I will write metaphors within appropriate context. (2)
Vocabulary: figure of speech, figurative language, simile, metaphor, pun, personification, and
onomatopoeias (9)

TEACHER BACKGROUND INFORMATION:
A metaphor is a word or phrase that is used to make a comparison between two people, things,
animals, or places. They can be very helpful for kids who are learning the meaning of specific words
because they provide a more visual description of the word or thought. For example: The snow is a
white blanket.


ASSESSMENT EVIDENCE (What evidence do I need to show the
Modifications/Accomo
students have learned the Walk-Away?) 5E-Evaluate
dations (ELL, IEP, GATE,
etc.)
Formative Evidence (checking for understanding throughout the
ESL/IEP: Brainstorming

lesson):
Content Walk-Away Evidence (Summative): Students will write a poem
about themselves using metaphors. (30)
Language Walk-Away Evidence (Summative): Students will write a
poem about themselves using metaphors. (30)

activity helps them to think

about what they want to
write and gives them many
examples to consider. I will
provide an example of my
poem for reference. The
brainstorming posters will
be hanging at the front for
reminders and reference.
(5)
Behavioral: Will share their
poem with the rest the class
at the end. I will tell them
before hand that they will
be sharing so they need to
stay on task and produce a
good poem. (5)
Honors: Have to come up
with their own comparison
at the end of their poem.
(5)
*I will review the formative
assessment from this
lesson. Any students that
are struggling with this
concept will be pulled back
to the kidney bean table
during bell work the next
day to review and reteach.
(5)

Approx.
Time
10 min.

ACTIVE LEARNING PLAN

Approximate length of entire lesson: 45 50 min.
Background Knowledge
Read walk-aways together as a class. This will be posted on a PowerPoint and the board.
(1,2) This week we have been learning different types of figures of speech or figurative
language. Review definition of figurative language. Yesterday we learned about similes.
Remember a simile is when we are comparing two things using the words like or as.
Refer to vocabulary word on the board. (8) Have all the students get out their binder to
write notes in. A metaphor is very similar to a simile. It is also comparing two things so
that you can get a deeper meaning of the phrase, but with metaphors we do not use the
words like or as. You just state the comparison. (9) I want you to write down the
definition in your binder. (6) Read and show definition on PowerPoint. (4) I also would
like you to write down these examples. Some examples of metaphors are: Life is a
rollercoaster and My kids room is a pig sty. Life is a rollercoaster basically means
that life can be super crazy, you can have good times or ups, and you can have bad times
or downs. Show picture and description on PowerPoint. (4,12) My kids room is a pig sty
just means that the kids room is super, super dirty. Show picture and example on
PowerPoint. (4,12) As you can see, a metaphor is comparing two things but it does not























10 min.

use the words like or as. To help you with the example a little bit better we are going to
watch this video that shows the difference between similes and metaphors.
http://youtu.be/uoSBVNUO2LU. (4,12)
(10, 11, 14, 22, 23, 24, 25, 26)
Formative assessment: (30)
Learning Goal
Write the definition and
examples of a metaphor.

Success Criteria
Students will write down
the definition and examples
of a metaphor in their
binder.

Assessment Strategy
I will observe as students
are writing down the
definition and examples of a
metaphor in their binders

Modification/accommodations: (ELL, IEP, GATE, etc.) (5)

IEP/ELL: Pictures, definition, and examples will be posted on the PowerPoint as they write.
Video is provided to help them understand the difference between a simile and a metaphor.
All vocabulary words are posted at the front for the whole week.
Behavior: Students will be reminded on the behavior plan already in place. If they get off
track, distracted, or become a distraction they will get their card pulled. I will be walking
around the room as I am talking. Use proximity control when needed.
Honors: During bell work honors students will find two examples of metaphors on the
chrome books. They will share their examples with the class and write them in their notes.
Focus Lesson (I do it)
Metaphors are a great tool to use to help us creatively describe something. Today we are
going to be using metaphors to help us write a poem about ourselves. First, so that you
can see how metaphors can help us describe something in a more creative way, I am
going to read, My School is a Zoo. Read the book. (4, 12) I have placed post-it notes
throughout the book where there are metaphors that could use some explanation. I will
stop and have them discuss with their partners what these different metaphors could
actually mean and why the author would use that metaphor to describe something. (15)
Now to help us brainstorm different ideas for describing ourselves, I am going to put a
poster on each table. In the middle of each poster it is going to say something like if I were
an animal I would be. (7) I want you to think about what you would compare yourselves
to and write it on the poster. Each poster has a different prompt written in the middle.
Start with the poster at your table and then move to the table to your left. You have to
write something on each poster. This will help us to start brainstorming for our poem.
Watch as I show you how I am going to do this. Go to the poster that says, If I were a
color I would be, and then write yellow next to it. Then move to the poster on the next
table (we will be moving counter clockwise) and write an answer. Demonstrate which
direction we are moving. (11,12) You will get 30 seconds at each poster. When I say
switch, you will move to the next table to finish every poster. (26) Explain that once they
are done they are to quietly move back to their seats.
(10, 14, 23, 24, 25)
Formative Assessment: (30)
Learning Goal
Brainstorm how they can
compare themselves to
other things using
metaphors.

Success Criteria
Students will brainstorm
and write how they are
compared to other things
using metaphors.

Assessment Strategy
I will observe and discuss
with students about how
they are comparing
themselves to other things
using metaphors.












10 min.






















5 min.

Modification/accommodations: (5)
IEP/ESL: Book is read to depict how metaphors can be used in context. Examples are
provided and shown on how to complete the task. I clearly demonstrate how the task will be
completed.
Behavioral: Ask them to repeat instructions. Wander throughout the room as students fill
out the posters at each table. Make a point to check in and talk to each of these students
about what they are writing.
Honors: Ask these students to discuss and share why a writer would use metaphors to
describe something. Have the students share with the class what they thought some of the
metaphors in the book meant.
Guided Instruction (We do it)
Students will go around the room and fill out the posters. When they return to their seats I
will pick a student to stand up and share a few of examples on their poster with the class. I
will ask questions about the examples as they share.)
(6, 13, 15, 16, 18, 20, 21, 22, 23, 24, 25, 26, 29)
Formative Assessment: (30)
Learning Goal
Success Criteria
Metaphorically comparing
Students will write down
themselves to different
their comparisons on
things. (Animal, color, toy,
posters placed on the tables.
super hero, place, and
season)

Assessment Strategy
I will observe, listen, and
read the comparisons the
students are writing on the
poster.

Modification/accommodations: (5)
IEP/ESL: Pre-teach during bell work the idea of comparing themselves to different things
and why we would do this.
Behavioral: Will be in charge of putting the markers away and holding the poster while they
are sharing their examples with the class.
Honors: These students will be required to make up their own comparison on a poster at
the front table. Will share the poster with their comparisons they made up with the class.
Have these students explain what their comparisons mean.
Independent (You do it alone)
Now you are going to write your poem on the sheet provided. On this sheet you will write
your comparisons about yourself in metaphor form. You need to have one from each
poster. Have the posters hanging on the board. Underneath each comparison you are
going to have a description as to why you are making this comparison. Watch as I show
you how you do this. Put paper on ELMO. Look at the example of my poem. The first line
says color in parenthesis so I am going to write I am yellow, because I am bright and
happy. (12) See how I am comparing myself to yellow in metaphor form? Now it is your
turn to write your poem about yourself using metaphors. You will have 3 min. to finish
your poem.
(6, 7, 10, 11, 13, 14, 21, 22, 23, 24, 25, 26)
Summative Assessment: (30)
Students will write a poem about themselves using metaphors.
Modification/accommodations: (5)
ESL/IEP: Brainstorming activity and pre-teaching the idea of comparing themselves to
different things help them to think about what they want to write and gives them many








8 min.


























5 min.

examples to consider. I will provide an example of my poem for reference. The

brainstorming posters will be hanging at the front of the room for reminders of examples.
Behavioral: Will share their poem with the rest the class at the end. I will tell them before
hand that they will be sharing so they need to stay on task and produce a good poem.
Honors: Have to come up with their own comparison at the end of their poem and explain
why they chose that comparison.
Collaborative/Cooperative (You do it together)
When you are done writing your paper you are going to get with your face partner. Some of
you will have more than one partner. (16, 17) With your partner you will share your poem
about yourself. I will give you a checklist that each of you will need to fill out for your
partner. Make sure that each of your poems has all of the components on the checklist.
Review and read over the checklist with the students. I will give you 8 minutes to fix up
your poems.
(4, 6, 10, 11, 12, 13, 20, 21, 22, 23, 24, 25, 26, 29)
Formative Assessment: (30)
Learning Goal
Review and edit poems
using a checklist.

Success Criteria
Students will work together
to review and edit poems
using a provided checklist.

Assessment Strategy
I will observe as students
work together to review and
edit poems using checklist I
provided. Checklist and
poems will be turned in.

Modification/accommodations: (5)
IEP/ESL: Students are seated so their face partner is a mid-level learner. They can help
each other through the review and edit process. Checklist is provided to help them
remember everything they need to be looking for in the poem.
Behavioral: Checklist is provided to help them keep on task. I will give them time limit
reminders to help them stay on track.
Honors: Checklist is provided to help them correct any mistakes in their poem they may
have made. As I am wandering I will ask them questions about the metaphor that they
came up on their own. Why did they compare themselves to that particular thing and what
does it mean?
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Review walk-aways. Today we used metaphors to help us describe ourselves, by comparing
ourselves to other things. We have a few students that are going to share their poems with
the whole class. Have behavior students share with class. We learned how metaphors and
similes are similar and how they are different. I want all of you to turn to your shoulder
partner and explain how smiles and metaphors are different. Then I want you to share your
favorite metaphor you have heard today and explain why you liked it. (29,30)

SIOP Indicators
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking,
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-
Opportunity for L1 students

Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-

Language skills (reading, writing, listening, speaking)
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the
approximate time needed for this lesson?
This lesson needs 45 50 min. to teach.
Remember to pre-teach IEP/ESL student about metaphors and why we would use them.
Have walk-aways posted on the board.
Have PowerPoint up and ready to go.
Have the book My School is a Zoo.
Have posters and markers ready to be placed on each table.
Have tape at the front of the class to hang the posters on the table.
Have 95 copies of the poem template.
Have 95 half-sheet rubrics for students to fill out.


REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning?
How can I transfer what I learned from teaching this lesson to future teaching? What was effective
and not effective? What goals can I set to improve my practice and student learning?
For this assignment, their poem about themselves was the assessment. This helped me to see if they
could compare themselves to different objects and to see if they could tell me why they would use this
comparison. I also formatively assessed by observing and listening as they talked and worked
together. I only heard one student that got similes and metaphors confused and I immediately
corrected her misconception. With the formative assessment I was able to immediately correct a
misconception and I was able to see if the students were ready to move on or understood the concept.
I will use the assessments I gathered to determine if the students need more review, example, or
practice. I will also determine if they are ready to go on to the next lesson in the unit. Through
assessment I am also able to determine how effective my teaching is and if I need to change up some
of my teaching strategies. In this lesson I felt the video and reading the book were very effective.
These two supplementary materials really help them to clear up their understanding on metaphors
and the differences between metaphors and similes. In this lesson we started to run out of time at the
end. I feel that some of my lower students who were having a hard time coming up with reasons why
they had made the comparisons they made could have used about five more minutes. The goal I am
setting after teaching this lesson is to manage my time better and reduce transition times so that I can
provide more time to my students who need it.