Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Kristen Brink

Date

Subject/ Topic/ Theme _______Metaphors______

Grade ______3_________

I. Objectives
How does this lesson connect to the unit plan?
The students are learning about poetry and poetic devices including figurative language. Metaphors can help give a more vivid idea of what the author intends while
using a simple description. Metaphors allow for creativity and imagination, like many of the other figurative language devices we are learning about. Using metaphors
can make reading and writing poems much more interesting and fun.
cognitiveR U Ap An E C*

Learners will be able to:

R
Ap
An
C

Define metaphor as comparing two unlike things without using the words like or as.
Give at least one example as to why authors use metaphors in their works.
Identify metaphors within a poem.
Create a poem using several examples of metaphors throughout.

physical
development

socioemotional

X
X
X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
RL 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity
band independently and proficiently.

W3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

W3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

W3.6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and
collaborate with others.

RF.3.4: Read with sufficient accuracy and fluency to support comprehension.

RF.3.4.A: Read grade-level text with purpose and understanding.

RF.3.4.B: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

RF.3.4.C: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

L.3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.3.2.A: Capitalize appropriate words in titles.

L.3.5: Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
(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.

The students should know many different types of figurative language.

The students should know how to find text evidence within a piece of work.

Pre-assessment (for learning): Be able to identify the five characteristics of poetry

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Give examples of metaphors that they know.

Formative (as learning): Go through poem and identify metaphors and what they mean.
Summative (of learning): Write examples of their own metaphors in their own poem.

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

When giving examples of

metaphors, make sure the
students know what the
meaning is (ask them if
someone can explain
what it means)

Read the poems out loud

Ask the students if they

have questions regarding
figurative language or
content of the poems

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

For people who need

extra help in
comprehension or
decoding, I will have
them sit with me in order
that they can focus better
and have extra support

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

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 language,

mathematical expressions, and
symbols- clarify & connect
language

Have them ask a friend or

teacher if they are
unfamiliar with a word or
phrase

Provide options for expression and

communication- increase medium
of expression

Read the works out loud

and also have them read
it to themselves before
they start searching for
metaphors

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Allow them to talk with
neighbors if they need or
help or arent sure if it is
a metaphor

Provide options for comprehensionactivate, apply & highlight

Have them highlight

examples of metaphors
within the poem

For every highlighted

example they should
write what it means in the
margins

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
Make sure they know
what things are being
compared within each
metaphor.

Elmo
The Metaphor Family poem (25 copies)
Ill Make a Man Out of You (25 copies)
Metaphor worksheet (25 copies)
Chromebooks
Highlighter
The classroom will be setup as it is normally; the students will either be working at their desk
or at a table with me if they need help.

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Ask them what they know about similes.
They should be able to give many
o What are some examples? What
different examples of similes.
do they do?
o A simile is a comparison using
like or as
o The ball streaked across the
field like a meteor, As quiet as
a mouse, As quick as
lightning
Explain that a metaphor is very similar to
Be able to identify the difference between
a simile; they are like cousins. It is a
a simile and a metaphor.
comparison between to objects, however it
does not use the words like or as.
o A simile would say, Her cheeks
are like polished apples.
o A metaphor would say, Her
cheeks are polished apples.
Give some examples of common
Brainstorm and think of ways to explain
metaphors and ask what they think it
the given metaphors.
means.
o For example, the ground is
o There is a blanket of snow
covered in snow; my legs were
outside.
tired from racing; it is raining
o My legs were rubber bands as I
really hard outside.
raced around the school.
o It is raining cats and dogs

Closure
(conclusion,
culmination,
wrap-up)

Explain that using metaphors is an

effective way to make writing more
interesting and forces the reader to use
their imagination
Explain that metaphors are common; they
are a very popular form of figurative
language. They are used in every day
language, poems, and stories.
Put The Metaphor Family poem under
the Elmo and read have a volunteer read it
to the class. Handout a copy to each
student as well. When finished reading ask
them how many metaphors they can find
in the poem and to highlight each one that
they see. Start from the beginning and
highlight each one as they go through it.
Handout out the lyrics to the song Ill
Make a Man Out of You. Play the song
and have them sing along with it the first
time. Then have them go through and
highlight the similes AND metaphors.
There are examples of both, make sure
they can distinguish between the two.
Handout My Selfie Poem worksheet.
Read the top together. Read through the
instructions and the example. Once
finished, ask them if they have any
questions.
Once we go over everything, they will be
able to get their Chromebooks from the
back and begin writing their poems on
googledocs.
Explain to them that when they finish
writing their poem, they can add pictures
and have a friend edit it to look for
punctuation or spelling mistakes. Once
they have done that, Remind them that the
document needs to have a title and their
name must be on it somewhere. They are
then allowed to print it.
Gather the students at the back carpet and
have them share their poems one by one.
Have the students put their poems in their
poetry folder.

Read The Metaphor Family together

and then read it to themselves. Highlight
the metaphors that you see and then
identify what it means.
Go through the worksheet together and
check your work.
Sing along with the song Ill Make a
Man Out of You and then go through and
identify the metaphors and similes in the
song.
Go over it with a partner, and then with
the class.
Read the top paragraph on My Selfie
Poem worksheet. Understand what you
are supposed to do and ask questions if
you have one.
Go to the back and get Chromebooks and
begin working on your poem.
When finished, have a friend edit it to
look for punctuation and spelling
mistakes.
Make sure the document is titled and has
your name on it, then they can print it.

Go to the back of the room and share

some of the poems.
Put the poems back in poetry folders.

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.)

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I think it will be hard for them to distinguish the difference between a simile and a metaphor, so I think it is important right away to
tell them why they are similar and different. Many students will struggle with this, but as long as they know from the beginning that
they are similar, I think they will be less frustrated.
The poem is very straight forward, so I think it is a good activity to start out with. The metaphors in that poem will be easy to
identify and explain. However, the lyrics to Ill Make a Man Out of You are a little bit more difficult, but it is also a good test to
see if they know the difference between a simile and a metaphor.
The My Selfie Poem is something that I think they will enjoy because they will be able to take a picture of themselves on their
Chromebooks and then make a poem about themselves. They will be forced to compare themselves to different animals and objects
without using the words like or as.
This routine of going over a worksheet and then writing on their Chromebooks have become very familiar in the classroom, so I
think things will be able to go very smoothly.

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