SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence

Simile and metaphor

Michaela Plute
Language arts
4th

CK

E04.B-V.4.1.2: Demonstrate understanding of

figurative language, word relationships, and nuances in
word meanings. a. Explain the meaning of similes and
metaphors in context. b. Recognize and explain the
meaning of common idioms, adages, and proverbs. c.
Demonstrate understanding of words by relating them
to their antonyms and synonyms.
E04.D.2.1.1: Choose words and phrases to convey
ideas precisely.
Formal Evaluation
The students will write a poem using either similes or
metaphors. The subject will be their choice of what
they choose to write about.
Students will write the poem in free verse, aabbcc, or
abba, format.
Informal Evaluation
Students will identify examples of similes and
metaphors in writings and in poems and
Students will distinguish between the similes and
metaphors when given examples.

Objective
A-B-C-D

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)

The students will be able to as a group identify if the

figurative language in a poem as either a metaphor or
simile 2/2 times.
The students will be able to identify the difference
between metaphor and simile in example phrases
10/10 times.
The students will be able to create poems using either
metaphors or similes with 100% accuracy.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
I will ask the students if they can identify the figurative
language presented in the 2 poems I read. I will
determine if they can identify if the poems are of
Metaphors or Similes.
Hook/Lead-In/Anticipatory Set
I will read one poem on metaphors and one on similes. I

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

will ask the students if they can tell me the correct

figurative language presented in each.
Big Idea Statement
There are many types of figurative language and
metaphor and simile are two of them.
Both metaphors and similes compare two words or
phrases to each other.
Essential Questions
What is a metaphor?
What is a simile?
What are the differences between the two?
What kinds of metaphors and similes can you think of?
What is a poem?
Key Vocabulary
Poem
Metaphor
Simile
Pre-Assessment of Students
I will determine if students are able to identify in two
different poems what type of figurative language is
presented.
Modeling of the Concept
I will start off the class by reading a poem. I will tell the
students to listen to the poem and try to identify what
type of figurative language the poem has. (simile)
I will read another poem and ask what type of figurative
language that one has. (metaphor)
I will ask the students what types of figurative language
were in each poem and ask them how they knew that.
I will ask students to tell me what metaphor and simile
mean and have a student write the definitions on the
board.
I will ask them to tell me how the two parts figurative
languages are different and the same.
I will provide the students with 10 examples of simile
phrases and 10 of metaphor and ask students to identify
which phrases fell under which categories.
Once I am satisfied that the students understand how
each works and what the differences are, I will introduce
the assignment I am giving them for independent
practice.
The students will be writing a poem. They will have the
option of writing a poem using metaphors or similes.
I will provide them with examples I did and templates of
subject matter they can write about or how to set it up.
I will provide them with different styles of poems. Aabb
style will probably be popular if any lines rhyme at all it
will be their call I am focusing more on the figurative

Materials
(reading,
technology,
equipment,
supplies, etc.)

Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection

language than poem writing. So if they just provide me

phrases that have the metaphor or simile present that
will be ok.
I will ask the students to draw an image to go along with
their poem.
We will review our poems if there is time at the end.
Guiding the Practice
I will guide the practice by providing templates and
examples of poems I have done to give students an idea
of where they are going with the assignment. I will also
make sure the students have adequate knowledge about
the subject of similes and metaphors before I give them
the independent practice as well as an idea of how to
write a poem.
Providing the Independent Practice
Students will independently write a poem using either
metaphor or simile. It can be free verse or it can rhyme.
That part does not concern me very much I care about
them being able to write their own similes and
metaphors. They will then draw an image to go along
with the poem they write.
If there is time at the end we will share poems.
Adaptations/Accommodations for Students with Special Needs
N/A
Paper
Pencils
Crayons
Books or other resources possibly
Lists of metaphors and similes
Teacher made (me) poems
Examples of poems I found on the internet
Example poem templates I found on the internet.
Summary & Review of the Learning
We will review metaphors and similes
Homework/Assignments
none

What
worked?
What would
you
change?