TCNJ Lesson Plan Format Subject: Language Arts Grade Level: 5th Grade

A. PLANNING Lesson Topic and Main Concepts (Big Idea): Students will learn to form sentences that use similes to describe themselves. They will also learn the definition of a simile and identify similes in a song. Students will learn that similes are a tool that writers use to make their pieces more descriptive and exciting. Background Information a) Analysis of Students' Prior Knowledge including misconceptions: Some students will be familiar with the term simile as they learned this concept earlier in the year. The teacher will assess the students prior knowledge during the motivational beginning activity to identify any misconceptions and determine specific areas to focus on during the lesson. b) Teacher Content Knowledge: The teacher must know that a simile is a figure of speech comparing two unlike things that is often introduced by like or as (MerriamWebster). The teacher must know that writers use similes to add descriptive language and detail to their pieces. Essential Question: What is a simile and how can I use it to describe myself? References: None Common Core Standards: CCSS.ELA-Literacy.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.L.5.5a Interpret figurative language, including similes and metaphors, in context.

Objectives Students will be able to define a simile by participating in a discussion during the beginning of the lesson. (Remembering/Understanding)

Assessment The teacher will guide a discussion at the beginning of the lesson in order to facilitate and evaluate students ideas. The teacher will review the definition of a simile at the end of the lesson.

Students will be able to form five similes that describe themselves such as by writing about their appearance or personality traits. (Creating)

The teacher will collect the handout and use a rubric to evaluate student work.

Students will be able to identify and explain the meaning of similes in a song at the end of the lesson by listening to the song and participating in a discussion. (Understanding/Analyzing)

The teacher will guide a discussion during this time in order to facilitate and evaluate students ideas.

Materials (Kind & Quantity) - YouTube Video Similes in Songs - Computer with speakers or CD and CD player - Handout - Captain Hats

B. PROCEDURE 1. Motivational Beginning & Activating Students' Prior Knowledge: The teacher will play the YouTube video Similes in Songs. The teacher will ask the students to focus on similarities between the different song clips. The teacher will ask the students to share their ideas with their table and then the whole class. If the students have difficulty, mention that the song clips share similar language such as the words like and as.

2. Logistics/Classroom Management: Timing: 5 minute song play, 5 minute review of definition, 15 minute handout, 15 minute game, 5 minute closure

Classroom Management: Thumbs up/down, hands on head, clapping Grouping: Tables Transitions: None Student Roles: Paper passer, team captain Clean Up: Teacher will collect handout Technology: Computer with speakers or a CD and CD player

3. Lesson Steps: - Review the definition of a simile with the whole class. Provide examples of similes such as he ran as fast as a speeding bullet and her face turned red like a rose. Ask students to share examples of similes. Chart these examples on the board. - Tell students that they will complete a handout that asks them to write five similes that describe themselves. These similes will be used later in the lesson during a game in which tables will guess the author of each handout. Remind students that they need to write accurate and true similes in order for the game to be played. - The teacher will distribute team captain hats to one person at each table to represent the spokesperson of that table. The teacher will read aloud the handouts and each table will have a limited time to make one guess. The spokesperson with the hat will announce the tables guess to the class. If the answer is incorrect, the author of the handout will be asked to stand up.

4. Questions What words do I need to write a simile? Remembering What is a simile? Remembering Give examples of a simile. Understanding How would you explain this simile? Understanding How are the song clips similar to each other? Analyzing

5. Curriculum Integration: N/A

6. Closure: After the game, the teacher will replay the YouTube video Similes in Songs. The teacher will ask the students to listen carefully to share their favorite simile included in the video. The teacher will ask the students to explain the requirements of a simile and repeat the definition of a simile.

7. Follow-up/Next steps: The teacher will remind students to use post it notes while reading when they see a simile. The teacher will also remind students to use similes in their writing pieces.