Professional Documents
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Content Standard Addressed: Explain the meaning of simple similes and metaphors (e.g., Isabel is
pretty as a picture, We had a ball at the party)
Technology Standard Addressed:
3 – Knowledge Constructor
Selected Technology Tool:
URL(s) to support the lesson (if applicable):
Bloom’s Taxonomy Level(s):
Spring 2018_SJB
Beyond-the-Basic Productivity Tools (BBPT)
I will begin the lesson by gathering the students on the common area rug with their writers notebooks and
acting out a small skit saying phrases like “The snow outside is a white blanket” but “I’m as cold as ____” or “
allowing the students to fill in the blanks. I will continue the skit with the phrases “I’ll sit next to the fireplace
and melt like a _____” and “I’m wrapped up like pig in a blanket.” After this opening activity, I will ask the
students if they know what similes and metaphors are and if they remember which phrases that I said were
similes and metaphors. If none of the students know what it is, I will tell them that a simile uses “like” or “as”
to compare two things while metaphors compare two things without using “like” or “as”. They will write this
information down. I will ask the students to give me a few examples of phrases they have heard that use
“like” or “as” and phrases they have heard that are metaphors that don’t use “like” or “as”. Once I have called
on 3 students. We will read a story “Roller Coaster” by Marla Frazee.
After reading the story we will talk about a few of the metaphors and what they mean as they write some
examples of similes and metaphors in their notebooks. Once we have completed this, the students will break
into stations. One station the students will make 3 drawings with a simile or metaphor that they thought of,
one station will allow students to use the bubbl.us, and another station will be a reading station where they
pick from books that use figurative language and discuss what some of the metaphors and similes mean that
they read (they will write 3 metaphors and 3 similes in their notebook from this station in their writers
notebooks). Students who need extra help will work with me for the duration of the station activities. Gifted
students will complete their activity when arriving at the “bubbl.us” station.
Reflective Practice: After designing this lesson, I believe that the students have a variety of mediums to
interpret and review the content presented in the lesson. They have the option of visual learning through
reading books, auditory learning through discussing the content with their group and kinesthetic learning by
drawing what a metaphor or simile means. One way to extend the lesson and to further enhance the
technology would be to have the students begin creating a story using a Beyond-the-Basic Productivity tool
like Storify or even a Basic Productivity tool like PowerPoint to create their own Figurative Language story as a
presentation.
After designing this lesson idea, how do you feel the activities you created could impact student learning? You
may have designed this idea as an introductory activity to a unit of study. With that in mind, what could be done
to further extend the lesson? Are there other technology tools that could further enhance this project?
Spring 2018_SJB