Professional Documents
Culture Documents
Whitney Weiland
Culture and
Context
Lesson Rationale
Management
2.
2. CCGSP or GPS
Standard(s)
Individual
Education Plan
Goal(s) and
ELACC8RI4: Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings; analyze the
impact of specific word choices on meaning and tone, including analogies or
allusions to other texts.
ELACC8SL1: Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 8 topics and
texts, building on others ideas and expressing their own clearly.
ELACC8L3: Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
Unaware of those students who have an IEP and/or 504 plan (Will ask mentor
teacher before each class who has one to mentally prepare).
If I had one, the lesson provides visual aids, a set time to complete the
expectations from the lesson, questions and steps broken down into smaller
Differentiation
3. RESOURCES
Academic
Language
Language
Functions
Language
Vocabulary
Materials
Technology
The key language demand of this lesson is to teach what makes a metaphor and
a simile and to distinguish the how to determine the difference between the two.
Specific clue words are needed to do so. The lesson will provide individual
practice work, followed by teacher scaffolding how to determine the difference
by teaching the actual terms and answering the warm up questions together.
Throughout the lecture specific words are to be bolded or in a different color to
exemplify their importance like: metaphor, simile, figurative language, verbs,
adverbs.
For the activity during the work period, these terms will be on the anchor chart and
on the handout provided.
The language is being used to demonstrate what is a metaphor and what is a
simile.
Figurative Language, Metaphors, Similes, Adverbs, Verbs, Clue Words, Be
verbs
B.I.B.L.E.
Handout with input page and warm up/minilesson activity.
Posters with task cards on them.
Lesson and slides on ActivBoard.
Anchor chart on wall.
Plastic boxes with scissors, glue, colored pencils, and markers.
The use of the ActivBoard to visually display what is expected from the opening,
work period, and closing. The lecture will be presented and used as a tool for
my think aloud.
Students will be able to see what they are expected to learn and perform for this
class period. If they have a question, it can potentially be answered just by
looking at the board. This use of the ActivBoard for lessons is what they are
used to. My mentor teacher does the same routine every day. This use of
technology is what they are prepared to use as a tool in learning. This use of
routine and knowing what to expect is important in their understanding and
learning.
Timer on board to let students know how much time is given for each segment.
Music from Pandora to eliminate dull silence during reading and work time.
4. LESSON PROCEDURE
Enduring
Understanding
Students are to understand that sentences can move from simple to creative
through the use of metaphors and similes in writing.
To become a more advanced writer, students need to improve the basic skills of
writing through practice.
Essential
Question(s)
Lesson Objective(s) Students will be able to distinguish what metaphors and similes are and what
Assessment Link
Introduction to
Lesson
Body of Lesson
Closure
5. ASSESSMENT
Students will be able to distinguish the differences between metaphors and
Evaluation
similes and create their own sentences that contain metaphors and similes.
(Assessment Plan
After
the minilesson, students will be assessed based on their answers to the
for IEP Goals and/or
worksheet and their explanations to what the metaphor or simile means.
504 Plans)
The in class review will be a way to assess if they are understanding the concept
after the minilesson.
During the work period, I will be walking around seeing what they are creating as
metaphors and similes.
The exit ticket will be the final form of assessment to see if they fully know how to
create their own metaphor and simile while given specific tasks to complete.
Students will also be extending their knowledge the next day by learning other
figurative language components and applying it to their writing.