Lesson 2

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher
Date
Kelsey Wilkie
11/06/14
Subject/ Topic/ Theme: Simile/Metaphor and Names (chapter 2)
Grade ____4th/5th __ _ ____
I. Objectives
How does this lesson connect to the unit plan?
This lesson builds off of lesson one. We review a few key topics, such as similes and metaphors, and we continue to fill out charts that were created at the beginning of
chapter one. We also continue to look back at our prediction paragraphs to see if they match up to the real plot line.
cognitiveR U Ap An E C*
Learners will be able to:
physical
development
socioemotional
U, Ap
Understand and demonstrate the difference between a simile and a metaphor.
An
C
Identify similes and metaphors in a text

Create notes while reading a text
Common Core standards (or GLCEs if not available in Common Core) addressed:
5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences.
5.2 Determine two or more main ideas of text and explain how they are supported.
5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start

Identify prerequisite
knowledge and skills.
Knowledge of what a metaphor and simile are. Basic organization skills, such as note taking and
charting.
Pre-assessment (for learning):
Review of metaphors and similes going over anchor chart/adding to it

Outline assessment
activities
(applicable to this lesson)
What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Formative (for learning):
Teacher monitors student engagement as they read chapter 2

Formative (as learning):
Filing out note taking sheets (sticky notes) while reading chapter 2
Summative (of learning):
Notes filled out on chapter 2, participation in class discussion.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Reviewing what was discussed
multiple times.
Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Going over what the students

found as a class.
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Action and Expression
Provide options for physical
action- increase options for
interaction

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students read the chapter with their

table groups, and take notes.
Students can take notes on what

stands out to them personally and
also look for examples of
metaphors and similes
Provide options for expression and

communication- increase medium
of expression
Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
The students are taking notes while

reading and allowing the students
to share what they found while
reading with the class
Students will be working in

groups throughout most of the
class.
Provide options for

comprehension- activate, apply &
highlight
Students will be taking notes

about discoveries found while
reading.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?
How will your classroom

be set up for this lesson?
Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
Students will be learning about

note taking and organizing their
ideas.
Students will be continuing

their notes throughout the book.
They will also be able to
remind themselves of previous
topics from their notes.
Lit. Circle folder, pencils, note taking handout, previous days charts, Morning Girl book, Name chart
handout, sticky notes.
As it normally is, in tables groups. Students will be able to move about the room to different places
when they read the chapter with their group.
III. The Plan

Time
2mins
Components
Motivation
(opening/
introduction/
engagement)
2mins
10mins
Development
(the largest
component or
main body of
the lesson)
Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Begin by reviewing the definitions of similes and
metaphors. Bring out the anchor chart created
-Participating in the review of similes and
during last session and go over them.
metaphors.
Then begin to discuss the names that were talked
about in chapter 1.
What do we know about the character?
Why are the named the way they are?
How do they get their names?
Be sure to mention that we will be continuously
adding names to this chart while we read the rest
of the book.
Have students read chapter 2 in their tables groups
(Groups may move around the room to read as
long as they are not close to other groups and
focusing).
Students will read chapter 2 with their table

groups.
Handout the sticky notes and have the students

title them according to what they are looking for.
Similes/metaphors
Students will take notes on the sheet while reading

chapter 2.
Tell the students the reason we take notes and how

we can use them to remind us of what we read
later on.
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5mins
After reading, the students will add the new names
they found to their sheet and also new examples of
similes/metaphors on their chart.
Then have the students share these new
discoveries to the class so that we can add to the
class anchor chart.
10mins
Closure
(conclusion,
culmination,
wrap-up)
Introduce the idea of relationships in the book

Relationship between Morning Girl and
Star Boy.
Begin the conversation on what their relationship
is like if there is time
Students will add to their previously made charts

with information found in the new chapter they
read.
Students will share what they found to the whole
class.
Students will put everything back into their folders

and turn them in on the back table along with the
books.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Teaching this lesson was easier than the first one. Not only did I have a less awkward presence in the front of the room, but I
also started to gain authority with the students. They viewed me as the teacher and gave me some respect by staying focused
and attentive. The one thing that I struggled with throughout this lesson was maintaining control of my class. Even though
the students saw me as the teacher figure in the classroom, they still tried to push the limits. I found myself struggling with
finding the balance between being the students friend and being their instructor. I want to maintain a relationship with the
students, but I also need to be able to be stern when needed. Teaching this lesson helped me to see the faults I have as a
teacher, and where I need to improve.
During the beginning of this lesson, the students were having a hard time staying in their seats and focusing on me. In my
teachers classroom, they try to get the students to track their speaker whenever someone is talking. This involves them to
actually move their eyes, head, and body. It took around 5-10 minutes to get the students fully focused and quiet. There were
a few students who go off track a few times throughout the lesson, but I believe I handled pretty well by having them switch
seats. The students did very well at getting their work done, even when they were in groups. They got all the answers they
needed to, and they were able to discuss them as a class together. The students did exceptionally well at regrouping and
sharing what they found in the book.
I think that this lesson went very well. It presented differentiated learning styles to the students as we discussed the book and
all of the contents. It didnt seem as dull and dry and the first lesson did.
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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Subject/ Topic/ Theme: Simile/Metaphor and Names (chapter 2)

Grade ____4th/5th __ _ ____

Learners will be able to:

Understand and demonstrate the difference between a simile and a metaphor.

Identify similes and metaphors in a text

II. Before you start

Review of metaphors and similes going over anchor chart/adding to it

What barriers might this

Formative (for learning):

Teacher monitors student engagement as they read chapter 2

Provide options for language,

Going over what the students

Provide Multiple Means of

Provide Multiple Means of

Students read the chapter with their

Students can take notes on what

Provide options for expression and

Provide options for sustaining

The students are taking notes while

Students will be working in

Provide options for

Students will be taking notes

How will your classroom

Provide options for executive

Provide options for self-regulationexpectations, personal skills and

Students will be learning about

Students will be continuing

III. The Plan

Describe teacher activities

Students will read chapter 2 with their table

Handout the sticky notes and have the students

Students will take notes on the sheet while reading

Tell the students the reason we take notes and how

Introduce the idea of relationships in the book

Students will add to their previously made charts

Students will put everything back into their folders

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Grade __4th/5th _ ____