USF Elementary Education Lesson Plan Template (S 2014)

Name: Christina OConnor

Grade Level Being Taught: Subject/Content:
Group
nd
2
Language Arts
Size:
whole
class

Date of Lesson:
2/18/15

SIMILES LESSON FOR SUPERVISOR OBSERVATION #1

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
What will students know and
be able to do after this lesson?
Include the ABCDs of
objectives: Action, Behavior,
Condition, and Degree of
mastery. (Degree of Mastery
does not have to be a %.)

LAFS.K.12.W.1.3

Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.

-What are similes and how do we use them in our writing?

-Given pictures and sentences, the student will be able to create similes using sensory
details, with no errors.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Christina OConnor
Grade Level Being Taught: Subject/Content:
Group
nd
2
Language Arts
Size:
whole
class
Example: C: Given a sentence
written in the past or present
tense, A: the student B: will be
able to re-write the sentence
in future tense D: with no
errors in tense or tense
contradiction (i.e. I will see her
yesterday.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence

Date of Lesson:
2/18/15

-Im teaching students this objective, because it is important for students to be able to
compare two things. Also, it is important for students to learn how to make their writing
more interesting using sensory details.
-This lesson fits within a larger plan, because it is teaching students how to be better
writers.
-Im teaching it this way, because I want students to see how similes are used in stories.
Also, I want to give them some ideas on how to make similes.
-It is important for students to learn this concept, because they need to make their
writing more descriptive.

Formal evidence- I will use the similes picture activity as my formal evidence that
students have mastered my objectives. I will be walking around making a list of who is
able to make similes with the pictures provided.
Summative evidence- I will use the similes worksheet as my summative evidence that my
students have mastered my objectives. I will expect students to complete at least 5 out
of the 7 similes on the worksheet to receive a passing grade on this assignment. If
students still need assistance on similes, I will use this evidence for an upcoming lesson.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Christina OConnor
Grade Level Being Taught: Subject/Content:
Group
nd
2
Language Arts
Size:
whole
class

Date of Lesson:
2/18/15

will you collect, either

during this lesson or in
upcoming lessons?

What Content Knowledge

is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

-Knowledge of writing structure

-Knowledge of similes and how to use them in writing
-Knowledge of comparing two things

-I will ensure students have this previous knowledge, by reviewing writing structure with
students before this lesson.
-My learners are second grade students.
-I know they enjoy writing and they will enjoy learning new ways to describe something.
-The students have been learning about how to make their writing more interesting. Last
week they worked on interesting beginnings. They are ready to learn about similes.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Christina OConnor
Grade Level Being Taught: Subject/Content:
Group
nd
2
Language Arts
Size:
whole
class
What misconceptions
might students have about
this content?

Date of Lesson:
2/18/15

-Students may not understand how to describe something

-Students may not be able to compare two things.
-Students may not be able to use similes in their writing.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the

5 Es

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;

USF Elementary Education Lesson Plan Template (S 2014)

Name: Christina OConnor
Grade Level Being Taught: Subject/Content:
Group
nd
2
Language Arts
Size:
whole
class
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

3 min

Evaluation).
TEACHER
AND
STUDENTS

7 min
TEACHER
8 min
TEACHER
AND
STUDENTS

12
min

Date of Lesson:
2/18/15

TEACHER
AND
STUDENTS

INTRO:
- WHAT IS A SIMILE?
(A figure of speech that compares two things that are not normally
alike. Many similes use the words like or as)
- WHY DO WE USE SIMILES?
(Suggested response: We use similes in our writing to make it more
interesting, explain something with more detail, and to compare two
things.)
READ STORY ON ELMO: QUICK AS A CRICKET
-Ask students: HOW DOES THE STORY USE SIMILES?
SIMILES PICTURES ACTIVITY:
-Give directions for activity and model.
-We will be using pictures from magazines to make similes.
-Students will be split up into groups of two.
-Students will have to come up with at least 2 similes for the picture;
then write down their similes.
SIMILES WORKSHEET:
-Read poem with students.
-Ask students: HOW MANY SIMILES ARE IN THIS POEM?
(Suggested response: 10 similes.)
-Have students turn to the back of the worksheet and complete the
similes.
-Go over worksheet if there is time remaining.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Christina OConnor
Grade Level Being Taught: Subject/Content:
Group
nd
2
Language Arts
Size:
whole
class
What will you do if

Date of Lesson:
2/18/15

a student struggles with the content?

-If a student struggles with the content, I will work one-on-one with the student and ask
the student to describe an object to me. Then, use those descriptions to compare the
object to something else.

What will you do if

a student masters the content quickly?

-Give the student more similes to complete.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
-Students who need additional challenge during this lesson will create at least 2 of the
similes they created, then add them into a story.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Christina OConnor
Grade Level Being Taught: Subject/Content:
Group
nd
2
Language Arts
Size:
whole
class

Date of Lesson:
2/18/15

How will you differentiate instruction for students who need additional
language support?
-I will differentiate instruction for students who need additional language support by
sounding out each object, asking the student to describe the object, then assist with
making a simile for the object.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

W.C.- work with him one-on-one if needed.

P.B.- keep him on task and work with him one-one-one if needed.
M.B.- may need to explain words and meanings to her.

-Book: Quick as a Cricket by Audrey Wood

-ELMO Projector
-Similes worksheet
-Writing notebook
-Pencil