Lesson+Plan+-+Similes+and+Metaphors

Universally Designed Lesson Plan > Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. > Students write competently for a variety of purposes and audiences. > Students demonstrate competence in speaking and listening as tools for learning and communicating. > Students read, analyze, and respond to literature as a record of life experiences. || > identifying story elements (e.g., setting, plot, character, theme) and literary devices (e.g., figurative language, dialogue) within a selection; > recognizing and responding to a variety of classic and contemporary literature from many genres (e.g., folktales, legends, myths, biography, autobiography, poetry, fiction, nonfiction); || 9. Identify literary and sound devices, including similes and rhythm in texts
 * Lesson Plan ||
 * =Silly Similies and Manic Metphors= ||  ||
 * **Subject** : English/Language Arts ||
 * **Grades** : 2 - 4 ||
 * This lesson will focus on the simile and metaphor as a a literary device to add interest to description. Students will re-edit familiar poems and children's tales using a simile and describe an action, place or thing using a metaphor. This lesson uses the Universal Design for Learning (UDL) framework to provide a variety of access options for a variety of learning needs. The options for students who are functioning on an "At Risk" level or require accommodations to access materials are built into the overall lesson design and assessment. Assistive technology (AT) is listed with the lesson resources. Some of the resources identified as AT may be beneficial for students who typically do not require AT, but who need added support to read or understand the lesson. This lesson is designed to be used for students taking regular standardized tests such as LEAP, and for students taking LA 1 and LA 2. For students taking the LA 1, refer to the extended standards [|ELA-2-M6] (http://www.doe.state.la.us/lde/uploads/11618.pdf). The intent of the lesson is to use it in an inclusive setting. ||
 * **Duration** : 1 week ||
 * ** Louisiana Content Standards **
 * **Standard 1**
 * **Standard 1**
 * **Standard 2**
 * **Standard 4**
 * **Standard 6**
 * ** Benchmarks **
 * **ELA-1-E4**
 * **ELA-6-E2**
 * ** Grade Level Expectations **
 * **Reading and Responding**
 * Grade 2**

6. Identify literary devices, including metaphor and hyperbole
 * Grade 4**

12. Identify a variety of types of literature, including poetry and short stories, in oral and written responses || > Students develop creative expression through the application of knowledge, ideas, communication skills, organization abilities and imagination. || **Education Technology Standards:** Use technology tools (e.g., publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences. || These activities include options for LA1 students: Extended Standard ELA-2-M6
 * ** Interdisciplinary Connections: **
 * **Arts : Creative Expression**
 * **Extendard Standards:**

1.Identify elements from a story or poem that represent a simile. 2.*Write a story, sentence or poem that uses similes.(*For LA1, use of AT as a tool for expression may be accepted for work requiring "writing".) 3. Identify elements from a story or poem that represent a metaphor. 4. *Write a poem that uses metaphors.(*For LA1, use of AT as a tool for expression may be accepted for work requiring "writing".) || Pen/Paper/Pencil MSWord MS Power Point UDL Technology: Read Please (or other screen reading tool)
 * **Materials:**

AT: Intellitools Classroom Suite or Clicker 5 AT: Writing With Symbols Software or Pix Writer! || Hardware**: Computer Printer Colored highlighter tape: green and pink Computer Software: AT: Writing With Symbols, PixWriter or Clicker 5 AT: Intellitools Overlay Maker Microsoft Word UDL: Read Please or any other text reader Microsof Power Point •Intellitools [|www.intellitools.com] •Writing With Symbols [|www.mayerjohnson.com] •Similie [|http://www.ngfl-cynru.org.uk/vtc/using_similies/eng/Introduction/default.htm] •Clicker 5 [|http://www.cricksoft.com/] •Pix Writer [|http://www.slatersoftware.com/] •Read Please [|www.readplease.com] Augmentative Communication Overlay Intellitools Activity Overlay or Intellikeys overlay (Overlay Makker) for PixWriter Children's Book: "Quick as aCricket" by Don Woods
 * ** Technology Tools and Materials:
 * Software**:
 * Websites**:
 * Other**:

Other poems/songs Twinkle Twinkle Little Star - Similie You are My Sunshine - Metaphor || Listening Center/Reading Center Provide books, poems and songs in a listening/reading center for children to explore. Mark those that have similes (green) and metaphors (pink) with green or pink Post It Notes. || Part I: Similes 1. Whole Group Activity: A. Describe similes. B. Provide examples such as "hard as rock", "stiff as nails", "quiet as a mouse". C. Ask the students to close their eyes and imagine something that is as hard as a rock. Have some of the students describe what they imagined. Do the same for "stiff as nails" and "quiet as a mouse". Ask them if they think that making the comparison such as stiff as nails adds to the description. Explain that this is called imagery and that writers use imagery to create interest to a poem or story. D. Read the book "Quick as a Cricket". As you go through the story, have the students identify the simile. Ask students to describe what the simile means and how it adds interest to the story. Have a student notetaker write the similes on the board or the computer (displayed on the wall). E.Read the first sentence from the poem, Mary had a little Lamb ("Mary had a little lamb whose fleece was white as snow.) 2. Ask students to identify the simile. 3. Individual Activity: Have students rewite the sentence using a different animal and simile. ex: Mary had a little kitten whose tail was black as coal.
 * **Providing Background Information:**
 * **Lesson Procedures:**

Scaffolds 1. AT: Manual system for LAA1 students - Provide pictures of the animals (kitten), body parts (tail), color words (black) and descriptor (coal) using the manual overlay provided (or use your own pictures). Model how the student would complete the sentence, "Mary had a little _ __whose__ was _ __as__ __" by selecting the pcitures (or see #2 and #3 for digital versions of the same activity.)

2. AT: Digital system for LAA1 students using Clicker 5 to complete the same sentence described above. Using the Clicker 5 Simile Level 1 activity, the student will select the picture on the computer to complete the sentence.

3. AT: Digital system with adapted keyboard (Intellikeys) for LAA 1 students to complete the same sentence described above. Using an intellikeys keyboard and the Overlay Maker Overlay w/ Writing with Symbols or PixWriter software have the student select the picture on the keyboard to complete the sentence.

4. UDL supports for students who have difficulty with reading but do not need picture cues. Have the student write the story in a word processor that provides text-to-speech such as Microsoft Word with Read Please.

Part 2 - Metaphor 1. Whole group activity: A. Describe metaphors. B. Read the poem "Dreams" by Langston Hughes. Tell students to clap when they hear the metaphor.

"Dreams"

"Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly."

"Hold fast to dreams For when dreams go Life is a barren field Frozen with snow."

C. Have a student recorder write the metaphor on the board or computer (projected on the wall). Discuss what the metaphors mean. D. Tell the students that they are going to write a metaphor poem about themselves. Provide the following formula: Line #1: Describe yourself as an object with two adjectives Line #2: Describe an action and place

Example Poem About Myself: I am a tree, green and tall Blowing in the forest

D. Individual/Small group: Have the student write a metaphor poem about themselves using the formula above.

Scoffolds:

LAA 1 - Manual System LAA 1 - Digital System UDL - || Have the student select one of their simile poems to add to their writing portfolio. Review the poem for the following:
 * Assessment Procedures:
 * Achieved: The poem contains a simile that completes the sentence
 * Not Achieved: The poem does not contain a simile

Have the student add their metaphor poem to their writing portfolio.Review the poem for the following: donna.broussard@la.gov LA Department of Education ||
 * Achieved: The poem contais a metaphor with all components of the formula
 * Not Achieved: The poem does not contain a metaphor or the components of the formula ||
 * - //written by **Donna Broussard**// ||
 * Accommodations and Modifications Use the following files to provide communication symbols and adapted keyboard accommodations: * [|Simile Overlay MSWORD format]
 * [|Simile Overlay PDF format]
 * [|Simile Overlay Boardmaker format]
 * [|Overlay for Intellikeys Adapted Keyboard Level1]
 * [|Overlay for Intellikeys Adapted Keyboard Level2] ||
 * Donna Broussard
 * Donna Broussard
 * Donna Broussard
 * Donna Broussard
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