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LESSON PLAN Subject: English Language Arts Cycle: Cycle 3 (Grade 6) Duration: ~ 60 minutes

Focus of the Lesson The focus of the lesson is to re-introduce the concepts of metaphors and similes in preparation for the poetry unit.

Objectives • Students will be able to define the terms “simile” and “metaphor”. • Students will learn how to differentiate between metaphors and

similes. • Students will write their own autobiographical poem by completing a

template (“I Am”).

QEP Competencies Competency 2: To write self-expressive, narrative and information-based texts. Key Features: To integrate her/his knowledge of texts into own writing. To use writing as a system for communicating and constructing meaning. Rationale: Students will be writing a poem about themselves using similes and metaphors that appropriately describe them. Competency 4: To use language to communicate and learn. Key Features: To use language (talk) to communicate information, experiences and point of view. To use language (talk) for learning and thinking. To apply her/his knowledge of linguistic structures and features. Rationale: Students will engage in a whole-class discussion in which they collaboratively share their ideas about similes and metaphors.

Cross-Curricular Competencies

Competency 4: To use creativity Competency 7: To construct his/her identity Competency 9: To communicate appropriately

Group size Students will go through a whole-class discussion, after which they will work independently on their “I Am” poems.

Materials

• SMART board • YouTube video: “Similes and Metaphors” by the Bazillions

(https://www.youtube.com/watch?v=uoSBVNUO2LU) • “I Am” activity worksheets

Professional Competencies

Competency 3: To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study.

Rationale: The development of this lesson was planned in such a way so as to promote student understanding and learning of the material. Competency 4: To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the

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programs of study.

Rationale: Following the lesson plan, the teacher will conduct the lesson. The teacher will pace the lesson to ensure that students have understood the content being taught. The teacher will also provide helpful resources to instil meaningful learning. Targeted Teacher Skill: Speaking slowly and effectively throughout the lesson. Rationale: While instructing, the teacher will speak slowly and clearly to help students strive throughout the learning process.

LESSON/ACTIVITY

Introduction [5 minutes]

The teacher will ask students to raise their hands if they have ever heard of the terms “simile” or “metaphor” before. If they have, the teacher will ask students what they know. The teacher will then show the YouTube video “Similes and Metaphors” by the Bazillions (https://www.youtube.com/watch?v=uoSBVNUO2LU). This will be the ‘hook’ to grab students’ attention and engagement in the lesson.

Development [45 minutes]

• The teacher will go over the definitions of simile and metaphor. • The teacher will compare the terms and go over the differences between the two. • The teacher will go over examples of similes and metaphors to help students develop a

stronger understanding of the two terms. • The teacher will then hand out the worksheets and introduce the “I Am” activity. • With the class, the teacher will fill in the top section of both of the “Getting Creative!” pages

to provide students with an idea of how to create similes and metaphors. • The teacher will explain the instructions for the activity:

o Students will be asked to write similes and metaphors about themselves by filling in the spaces at the bottom of the “Getting Creative!” worksheets.

o Students will then create an autobiographical poem (an “I Am” poem) by picking their favourite lines from the “Getting Creative!” worksheets. Students will be asked to pick eight lines in total for their poem, at least three of which must be metaphors.

• The teacher will show students an example of her own “I Am” poem. • Students will then begin to work independently while the teacher walks around to answer any

questions.

Closure [10 minutes]

Once students have finished their “I Am” poems, the teacher will ask some to read their poems to the class.

Follow Up [60 minutes] As a possible follow up activity, the teacher can have the students turn their poems into an eBook

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using “Book Creator” on the iPad. This app allows them to design, draw, and add pictures to complement their writing. Students can also record their voices while reading the poem out loud. Their eBooks can then be exported as a video file to be viewed as they wish at home.

Differentiation

Students will be given more time to complete their “I Am” poems if needed. The teacher will also walk around the class to give students ideas of what kinds of similes and metaphors they can use to describe themselves. Students on a modified program will be asked to do three out of the six similes about themselves, and two to three out of the four metaphors. Students can choose which similes they would like to complete.

Assessment/Evaluation of Student’s Learning

The teacher will use the following checklist to formatively assess students’ ability to meet the lesson’s objectives.

Criteria Goal Achieved Developing Not Achieved

Understanding of figurative language concept

Student demonstrates an understanding of simile and metaphor through his/her “I Am” poem. Student is able to differentiate the two terms: simile uses “like” or “as”, whereas metaphor does not.

Participation and effort

Student participates in class and comes to class prepared. Student works effectively and uses class time well.

Behaviour Student follows lesson instructions. Student follows classroom rules and respects his/her classmates. Student listens when others are speaking and respects their ideas.

Reflection: Post-Lesson (Class 1): The first time I conducted the lesson it did not go as well as planned. Perhaps this was because something happened at lunch and students were distracted. After the lesson, when it came time to doing the activity, students did not grasp what I had been trying to teach them. Moreover, they did not follow instructions and did part of the activity incorrectly. To prepare to teach this lesson to the next class, I will make some modifications in the hopes that students will achieve the objectives of the lesson. For instance, I will provide more examples of

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similes and metaphors and I will focus on the meaning behind them so that students really grasp the concepts. Post-Lesson (Class 2): The second time around, the lesson went a lot better. However, I believe it went a little too long. I had provided too many examples, and students were losing attention near the end. I will know for next time that I should remove some of those examples so that students can start working on their own. Although I went over too many examples, students grasped the concept at the end, which was my objective; they understood the concepts of similes and metaphors and the differences between them. There were also moments when students were misbehaving. I had to use my hand signal quite often, as students were very chatting and were walking around. Overall however, I think I handled it well and I was able to continue with the lesson. I was able to be assertive when I needed to be and I was able to manage the class.

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Activity Worksheets

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