Professional Documents
Culture Documents
Approx.
Time
8
min.
Success Criteria
Students will share with
their shoulder partner how
they felt that morning by
using a simile.
Assessment Strategy
I will listen to students as
they talk about how they felt
that morning by using a
simile.
10-12
min.
10
min.
IEP/ELL: Pictures and examples are given to describe similes. All vocabulary words are
posted on the board all week.
Behavioral: Students will be reminded about existing behavioral plan being implemented in
the classroom before lesson starts. Will be walking around as I am talking, will use
proximity control if needed.
Honors: Have the honors students share with the whole class how they felt that morning
using a simile.
Focus Lesson (I do it)
In order to explore more examples of similes I am going to read you this book called, As
Muddy as a Duck Puddle. Read the book. (4) Describe a few of the meanings of the
similes as we read. Today we are going to be filling out a graphic organizer to help us
think of some different similes. (6) Show the graphic organizer on the ELMO. (4,12) In the
middle circle there is going to be the beginning of a phrase that was used in our story. On
the outside circles you are going to come up with different endings to these similes. For
example look at mine up here; I had the beginning of the phrase, as cute as, then on the
outside circle I wrote down a button. You will have thirty seconds to write down one
idea. Then when I say pass, you are going to pass your paper to the left; then you will
come up with a new ending to the new simile you have and write it down. Let me
demonstrate how this is going to work with this table right here. You will write an ending
in one of the circles. When the timer goes off we will pass the paper to the left and write a
new ending to the new simile. We will keep passing to the left until all of the circles are
filled in. When you get your own paper back you will pick your favorite simile and write it
at the bottom of the page, like it shows on my example. (11,12) Then you will share with
the class the simile that you picked. Post timer on screen.
(10, 14, 22, 23, 24, 25, 26)
Formative Assessment: (30)
Learning Goal
Hear similes being read in
context.
Success Criteria
Students will listen as I read
Muddy as a Duck Puddle
and explain similes in
context.
Assessment Strategy
I will observe that all
students eyes are on me as I
read Muddy as a Duck
Puddle and explain similes
in context.
Modification/accommodations: (5)
IEP/ESL: Use book and pictures to help understand similes and how they are used in
context. Showed example of what the graphic organizer looks like and how it is used.
Demonstrate with one of the tables the way the graphic organizer is going to be filled out.
Behavioral: Will make sure to use the table Adrian is sitting at for demonstration. I will
have Daniel repeat instructions back to me.
Honors: Have honors students explain what some of the meanings in the book actually
mean.
Collaborative/Cooperative (You do it together)
Fill out simile graphic organizer with their table. They get thirty seconds to write and
ending to the beginning of the simile. When the chime goes off I will tell them to switch,
They will keep going until all the circles are filled in. They will then write their favorite
simile in a sentence at the bottom of the page.
(6, 13, 16, 20, 21, 22, 23, 24, 25, 26)
Formative Assessment: (30)
5
min.
5
min.
Learning Goal
Create similes to describe
the beginning of a phrase.
Success Criteria
Students will write five
similes to describe the
beginning of phrases.
Assessment Strategy
I will observe as students
work together to create and
write similes to describe the
beginning of phrases.
Modification/accommodations: (5)
I just moved them to these new seating arrangements. At each table I have one honors
student, one IEP or ELL students and a couple mid-level students. Throughout the unit, I
will be switching groups up, but for this lesson they will stay at current tables.
IEP/ESL: Grouped at tables with mid- and high- level learners. They are allowed to talk to
their table members if they need help. I will also be walking around to assist if needed.
Behavioral: Post a timer on the board to help them keep motivated and moving.
Honors: Will write a description in paragraph form of what the simile they picked means at
the bottom of the paper.
Guided Instruction (We do it)
The students will all share their favorite simile and why they picked it from the graphic
organizer. I will ask questions to help them think about the meaning of their simile.
(6, 13, 15, 16, 18, 21, 22, 23, 24, 25, 26, 29)
Formative Assessment: (30)
Learning Goal
Share a simile their table
created with the class.
Success Criteria
Students will share their
favorite simile they chose
with the rest of the class.
Assessment Strategy
I will listen as students
share their favorite simile
they chose with the rest of
the class.
Modification/accommodations: (5)
IEP/ESL: Ask prompting question if student has trouble explaining their simile.
Behavioral: Will review the rules for appropriate behavior while others are sharing. Will use
proximity control if necessary. Keep the students moving quickly.
Honors: Will share the paragraph they wrote about their simile. Ask higher-order-thinking
questions such as: In what situations could you use this simile? Why do we use similes
when trying to describe something? (15)
Independent (You do it alone)
Boys and girls, you are going to fill out this worksheet on your own. On the worksheet, it
gives you different adjectives, verbs, and nouns and you need to think of a way to describe
them using similes. I will pass out the papers and quickly go over the first question in each
section.
(6, 10, 11, 13, 21, 22, 23, 24, 25, 26)
Summative Assessment: (30)
Students will fill out a worksheet using similes to describe different adjectives, verbs, and
nouns.
Modification/accommodations: (5)
ELL/IEP: Only have to answer the first three questions in each section.
Behavioral: There is a behavioral plan in place. If students are off task, talking, or distracted
they will get their card pulled. I will be walking throughout the classroom while completing
the worksheet; I will use proximity control if needed.
Honors: Will come up with their books they have read, or heard people say and write them
on the back of the worksheet.
*I will review the formative assessment from this lesson. Any students that are struggling
with this concept will be pulled back to the kidney bean table during bell work the next day
to review and reteach.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
5
min.
Review walk-aways. Class, similes are a great way to creatively describe something. They
are fun to read and to write. Tomorrow we will be learning about metaphors. Metaphors
are kind of similar to similes, but there are a few differences. Right now I would like for
you to describe what a simile is to your shoulder partner. Give them 30 seconds to talk.
Now I would like for you to share your favorite simile you heard today and why you liked
it so much. Give them 30 more seconds to talk. (27, 28)
SIOP
Indicators
Preparation:
1-Content
objectives,
2-Language
objectives,
3-Content
appropriate,
4-Supplementary
materials,
5-Adaptation
of
content,
6-Meaningful
activities
Building
Background:
7-Linked
to
background,
8-Linked
to
past
learning,
9-Key
vocabulary
Comprehensive
Input:
10-Appropriate
speech,
11-Clear
explanation,
12-Variety
of
techniques
Strategies:
13-Students
use
learning
strategies,
14-Scaffolding,
15-Higher-order
thinking,
Interaction:
16-Opportunity
for
interaction,
17-Grouping
supports
objectives,
18-Wait
time,
19-
Opportunity
for
L1
students
Practice/Application:
20-Hands-on
materials,
21-Activities
to
apply
content/language
knowledge,
22-
Language
skills
(reading,
writing,
listening,
speaking)
Lesson
Delivery:
23-Content
objective
supported,
24-Language
objective
supported,
25-Students
engaged,
26-Pacing
Review/Assessment:
27-Review
vocabulary,
28-Review
concepts,
29-Feedback,
30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the
approximate time needed for this lesson?
This
lesson
needs
45
min.
to
teach
Have
the
book
As
Muddy
as
a
Duck
Puddle.
Make
sure
to
have
a
copy
with
different
beginnings
for
each
student
in
the
class.
(95
students)