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Briana Owens

Student Teaching edTPA Lesson Plan Template

Subject: 5th grade reading Central Focus: Metaphors and Similes

Essential Standard/Common Core Objective:


CCSS.ELA-LITERACY.RL.5.4
Determine the meaning of words and phrases as
Date submitted: Date taught: March 15, 2017
they are used in a text, including figurative language
such as metaphors and similes.

Daily Lesson Objective:


Performance: Students will be able to distinguish between similes and metaphors and interpret the meaning and authors
purpose of comparisons in poetry.
Conditions: Students will work independently.
Criteria: Students are expected to earn 4 out of 5 points, 80%, on the independent practice to show mastery.

21st Century Skills: Critical Thinking, Collaboration Academic Language Demand (Language Function and
(working with a partner and sharing their ideas Vocabulary): Identify, Interpret, Explain
during guided practice)
Prior Knowledge: Figurative Language, Similes and Metaphors

Activity Description of Activities and Setting Time


Youve been learning a lot about figurative language, how the author 5 mins
sometimes uses different words or phrases to get a point across and make their
writing more interesting. Who can tell me the two types of figurative language
1. Focus and Review
that involve making comparisons? Thats right. Similes and metaphors.
Whats the difference? A simile makes comparisons by using the words like
or as and a metaphor does not use like or as.
Today were going to discuss the meaning of similes and metaphors in poetry. 2 mins
2. Statement of Objective By the end of this lesson, you will be able to determine the type of
for Student comparison, is it a simile or metaphor, and identify the meaning of the
comparison as used in the poem.
3. Teacher Input The teacher will put the poem The Lighthouse on the board. Im going to 10 mins
read the whole poem out loud first. Just listen.

The lighthouse, the guardian angel of the night


She shines her light for all the lost sailors passing by
Her beam bright as the sun, flashing through the night sky

The lighthouse, a soldier during the storms


Standing tall, unafraid of the chaos
Her light piercing through the storm like sharp knives

The lighthouse the night owl of the day


Sleeping and cozied away until the night
Her beam off as silent as a deer not wanting to be found.

Okay, now Im going to look at the first stanza of this poem. The lighthouse,
the guardian angel of the night. This is comparing the lighthouse to a guardian
angel, I know this is a metaphor because it doesnt use like or as. I have to
think about what I know about guardian angelsI know that they are meant
to protect. By comparing the lighthouse to a guardian angel, I think the author
wanted to help us understand how much the lighthouses protect those who are
Briana Owens
traveling by sea. She shines her light for all the lost sailors passing by, her
beam as bright as the sun, flashing through the night sky. I found another
comparison, her beam as bright as the sun, the author is comparing the light
from the lighthouse to the sun. I spy the word as, which makes this
comparison a simile. The sun is so far away, but its so bright that we can see
it. I think the author compared the light from the lighthouse to the sun because
this light shines when its dark and theres no other light, which makes it so
bright that sailors can see it from far, far away, just like we can see the sun
when its so far away!

Lets look at the second and third stanza together. The lighthouse, a soldier 20-25
during the storms, standing tall, unafraid of the chaos, I see a comparison mins
here. What two things is the author comparing? Right, the lighthouse and a
solider! What kind of comparison is this? Great, its a metaphor because
theres no like or as. What do you think the author meant by comparing a
lighthouse to a soldier? (waits for response) Great responses, you are all doing
some hard thinking. I agree, we always think of soldiers as being tough and
going into battle ready to fight without being scared, and when it storms, the
lighthouse still has to stand tall and do its job to help the sailors. Soldiers are
also strong during wars, and provide protection and safety, which is what the
lighthouse tries to do, guide the sailors to safety. Her light piercing through
the storm like sharp knives, another comparison. What kind of comparison
boys and girls? A simile? Why? Thats right! It uses like. It says the light
pierces through the storm like sharp knives. What does pierce mean? Well, it
means to go right through! Like when you pierce your ears, the needle goes in
one side, and comes out the other. What does the author mean by this
comparison? (wait for response) Knives are very sharp, and they can go
through most objects very easily. I think this means that the light can go right
through the storm, it cant be stopped or blocked, it still makes its way
through the rain and dark clouds. Why would it be important for the light to
make it through the storm? Thats very good, so that the sailors can see it and
it can lead them safely to the shore.
4. Guided Practice
With the person next to you, read the last stanza. See if you can find any
comparisons. Is it a simile or a metaphor? Ask yourself questions like what is
the author comparing and what does the author mean when they make this
comparison or why did they make this comparison? Im going to give you
about 5 minutes.

After giving some time for the students to talk it out with a partner, the teacher
will ask students to share their thinking.

The lighthouse the night owl of the day: metaphor, the owls are only active at
night, much like the lighthouse is only used at night

Her beam off as silent as a deer not wanting to be found: simile, compares the
beam during the day to a deer, its hiding, because the beam only runs at night,
and if it were to run during the day, we would not be able to see it with the
sunlight.

Authors use figurative language in their writing to be descriptive but also to


make their writing more interesting. The author compares the lighthouse to all
of these different things to help us better visualize, or paint a picture in our
heads of what the lighthouse looks like and what it does.
Briana Owens
5-10 mins
Now. I want you to try on your own! Im going to give you an excerpt from a
poem that you know. Did you know that songs are poems? Well they are, and
this excerpt is from the poem, or popular song, about the Grinch! There is a
comparison in this part of the poem. Im going to help you out, this is the
comparison I want you all to focus on. Please tell me whether it is a simile or
a metaphor, how you know which type of comparison it is, write what 2 things
the author is comparing, write what your interpretation of this comparison is
5. Independent Practice and just tell me why you think the author put this in the poem? What did he
want for the reader?

You're a monster, Mr. Grinch,


Your heart's an empty hole,
Your brain is full of spiders, you have garlic in your soul, Mr. Grinch,
I wouldn't touch you with a thirty-nine-and-a-half foot pole!

The poem excerpt responses will be graded out of 5 points. 1 point for identifying the
comparison as a metaphor. 1 point for justifying why its a metaphor and not a simile (it
doesnt use the words like or as is an appropriate response). 1 point for identifying the
6. Assessment Methods of two things being compared (the Grinchs heart to an empty hole). 1 points for their
all objectives/skills: interpretation of the metaphor (the Grinch doesnt have a heart, the Grinch is mean,
etcetera) and 1 point for why they think the author put this comparison in the poem (he
wants the readers to know how mean the Grinch is). Students are expected to earn 4 out of
5 points or 80% to show mastery.
You all did great work today! Can you think of any similes or metaphors that 2 mins
you hear a lot or maybe one that you particularly like?
7. Closure

8. Assessment Results of
all objectives/skills:

Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

This lesson is scaffolded to ensure that students If a student struggles with this activity, first we must look at
understand the content before sending them off on their what the student struggled with. Was it identifying whether the
own to try their hand at the skill. The teacher starts by comparison was a simile or a metaphor? Then the student
modeling, then having the students contribute, allowing should work with this skill, perhaps by sorting strips of paper
the students to try with a partner and then finally asking that each contain either a simile or metaphor into their
students to work on their own. respective groups. If the student struggled with interpreting the
comparison, it might be better to review how to use context
clues and main ideas to make inferences.
Materials/Technology: Inspiration for lesson from
https://betterlesson.com/community/lesson/33470/figurative-language-overview

Smartboard or doc cam to show poems on the board

Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______

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