Indiana Wesleyan University

Elementary Education Lesson Plan Template

Kara Tippey

LESSON RATIONALE

READINESS
I.Goal/Objective/Standard
A. Goal: Students will demonstrate understanding of figurative language in poetry.
B. Unit Goal: Students will discover truth by challenging lies across content areas.
C. Objective: Students will identify and use three of the different types of figurative
language in poetry.
D. Standards: 5.RV.3.1 Determine how words and phrases provide meaning to works of
literature, including imagery, symbolism, and figurative language (e.g., similes,
metaphors, hyperbole, or allusion).

II. Management Plan

a. Materials:
b. Time:
c. Space:
d. Behavior:

III. Adaptation to Individual Differences and Diverse Learners—

PLAN FOR INSTRUCTION

IV. Anticipatory Set

V. Purpose: “Today we will

VI.Lesson Presentation (Input/Output)

 “Who has heard of Emily Dickinson?” Allow students to raise hands and answer.
 “She was an American poet in the 1800s who wrote poetry throughout her life that
we still read today. However, she never even published her poetry under her own
name and the first volume of her poetry was published four years after her death.”
 “A lot of her poetry used figurative language. Who can help explain what figurative
language is?”
 “There are three important types of figurative language to keep in mind” Write these
on board as explaining with student definitions. “Personification means speaking of
something non-human as though it were human. A simile compares something to
something else using ‘like’ or ‘as’. A metaphor compares something to something
else by saying it is that thing.”
 Show “The Moon was but a Chin of Gold” on the document camera and provide
copies for shoulder partners to look at. “Listen as I read with the intention of
enjoying the poem.”
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Kara Tippey

 Read aloud with great inflection.

 “Now that we have an idea of how the poem looks and sounds, I am going to read it
again and I want you to underline any figurative language you hear.” Read again.
 “Let’s look at the poem one more time. I want to hear what figurative language you
found.” Underline and label the figurative language students point out.
 “Do any of you think the poem is really about a moon, or can it represent something
else in life? Discuss that with your shoulder partner.” Allow for discussion and group
answers.
 “With poetry, figurative language is often used to give a look at something that is
sometimes even more truthful than with literal language. Figurative language allows
for freedom in expressing your thoughts, allowing you to find truth.”
 “So why do you think she made the moon a ‘she’?” Allow for two answers.
 “What do you think the poem would look like if she had made the moon more
masculine rather than feminine?” Allow for discussion.
 “I want to put some thought into that and have us write our own metaphors that
could be used if we see the moon differently than Emily Dickinson did.”
 “Pull out something to write on and think of two to three new metaphors we can use
to describe the moon in a masculine way.” Allow ten minutes for writing.

VII. Check for understanding.

VIII. Review learning outcomes / Closure

 “

PLAN FOR ASSESSMENT

A. Formative:
B. Summative:

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objectives? For those who did not, why
not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did my assessments demonstrate what the students learn?
8. Did I provide enough challenge and support for all students to benefit?