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UNLV/Department of Teaching & Learning
Elementary Lesson Plan Template
UNLV Student: Lauren Logan PSMT Name: Dr. Holmes
Lesson Plan Title: Metaphors and Lesson Plan Topic: Metaphors and
Similes Similes
Date: 10/22/20 Estimated Time: 20 min
Grade Level: 4th School Site: Jones Blackhurst

Elementary
________________________________________________________
1. State Standard(s):
L.4.5a Explain the meaning of simple similes and metaphors (e.g. pretty as a picture) in context
2. Teaching Model(s): Direct Instruction

Whole Group Instruction
Virtual Instruction
3. Objective(s): SWBAT correctly identify the two things being compared in a metaphor
SWBAT interpret a metaphor
SWBAT discuss the similarities and differences between similes and
metaphors using a double bubble map
4. Materials and Technology Resources:
 Metaphors Google Slide
 Double Bubble Map
5. Instructional Procedures:
a. Motivation/Engagement (3-4 minutes):
o Students will be asked where they most commonly see figurative language
being used through a google pool. The options are Poetry, Prose, or Drama
(The three types of literature we have been discussing in our Reading lessons.)
o Students will answer the pool and teacher will review the answers with them.
While we can see figurative language in prose or dramas, we most frequently
see it used in Poetry.
o Students will review why authors use figurative language and how it can help
them become better writers.
o Finally, Students will review what a Simile is. (a comparison using like or as)
b. Developmental Activities or Learning Experiences (20 Minutes):
o Students will be presented with the definition of a metaphor. Metaphors are a
comparison in which the author says one thing is another. This is a stronger
comparison and more implicit. Students will discuss the meaning of implicit
versus explicit.
o Students will then be presented with three different metaphors and be asked
to identify the two things that are being compared.
o Students will then complete a double bubble map comparing similes and
metaphors. Teacher will prompt as needed. The three similarities should be:
both are a comparison, both are examples of figurative language, both are
used by authors to make their writing more colorful and interesting. The
features unique to similes are that they use the words “like” or “as”, they are
a more explicit comparison, they are a weaker comparison. The features of
metaphors are they compare two things by saying that one thing is or was
another, they are a more implicit comparison, and they are a stronger
comparison.
o Lemov Strategies: Wait time, Begin with the End, On Your Mark
c. Closure (5): Students will review the double bubble map and how we can use this
knowledge in our own writing
d. Extension/Contingency(+/- 5 minutes):
 Extension: Have students write their own metaphors about a haunted house and
have the class identify what two things are being compared and interpret the
metaphor
 Contingency: Have students complete the double bubble map in groups after
completing one bubble in each category as a class.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
a. Accommodations: Students are able to use the google feature “speech to text” to type
their answers.
b. Modification: Teacher will make the PowerPoint available for all students to review
in their own time.
c. Differentiation: Students are provided both verbal and visual aids in their lesson, and
are instructed through lecture and video.
7. Assessment and Evaluation of Learning:

a. Formative: Students will complete a metaphor practice assessment which requires them
to identify if a sentence is a simile or metaphor, what two things are being compared,
interpret a provided metaphor, and create their own metaphoe
b. Summative: Students will complete a summative assessment once they have completed
the entire standard.
8. Homework Assignment: No Homework given in language
9. Reflection:
a. Strengths: This lesson went well and included a lot of different ways to deliver the instruction,
which I think my students enjoyed.
b. Concerns: The pacing in this lesson was a bit slow, and I would have liked to get to the
extension activity.
c. Insights: This lesson helped me see how important it is to keep the lesson moving swiftly. It is
difficult virtually due to the time it takes a student to unmute and give an answer.

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UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Lauren Logan PSMT Name: Dr. Holmes

Date: 10/22/20 Estimated Time: 20 min

Grade Level: 4th School Site: Jones Blackhurst

2. Teaching Model(s): Direct Instruction

7. Assessment and Evaluation of Learning:

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