Lesson Plan Template

NEPF + Components of an Effective Lesson Hybrid

Name

Sara Sandelin

Grade Level

3rd grade

Subject Area

Reading/Literature

Main Topic

Learning metaphors and similes

CCSD Standard

RL 3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from
nonliteral language.

**Be sure to include any strategies, resources, and/or technology that will be used to answer the question where
appropriate. You should have a technology tool integrated into each effective lesson component.**
Standard 1: Learning Purpose and Connections
What will the students be learning?
What are the big concepts for the lesson?
How will students know the objectives for the lesson? [Daily Objective]
How will students know the purpose and relevance of the lesson?
What resources/technology will help students make connections to previous learning? [Daily Review]
How will students receive feedback for their review?
How will students build their current knowledge?

How will the lesson be introduced? [Introduction]

Students will learn the difference between metaphors and similes. They will learn to distinguish the difference between
literal and nonliteral language
by explaining what the metaphors and similes mean in the context they are presented. They will then write a poem with
nonliteral language.
Verbal explanation as well as handouts and an instructional explanation on how to use Webquest.
I will explain to them the relevance by using nonliteral examples on the white board and use them in literal terms.
Review of the previous lesson of poems to bring in metaphors and similes.
Students will be graded by the rubric that is announced in the Webquest.
Continuing to examine literal from nonliteral and use their cognitive knowledge to figure out the meanings of the phrases.
I will use different examples and have the students tell me what they mean. Ex: Is the sandwich really as big as a bus?

Then I will continue by using examples in poems to have them figure out the meanings in the actual context of the poem.

Standard 2: Learning Tasks and Cognitive Demands

How are students supported in achieving the learning goals?
What Depth of Knowledge levels will students experience in the learning tasks?
How will students be supported to experience deeper learning? Address any SPED, Gifted or ELL students [Concept and Skill
Development and Application]
How will students be challenged to advance their thinking and skills? [Concept and Skill Development and Application]

Students will experience all levels of DOK throughout the assignment. Level 1 students will be able to recognize nonliteral
language when they read it or hear it through the handouts then again throughout the Webquest. Level 2, students will be
able to summarize/explain what the nonliteral metaphor
or simile is meaning. Level 3, students will be able to differentiate between the nonliteral and literal texts. Level 4 student
will apply their concepts
when they create their own poems containing what they have learned.
Since the assignment is a Webquest, students will be provided a tablet to use the site. SPED, gifted and ELL will be able to
use these tablets and this
page simply. I will assist them if they need assistance.
Though the assignment is laid out for them on the webpage if they are having difficulties; webpages giving examples are
provided on the Webquest. If they arent challenged enough the poem at the end of the assignment can make them think
creatively as well as cognitively. I also provided a webpage of poems containing nonliteral language that is age appropriate
and some extra information for self-teaching.

Standard 3: Engagement Strategies and Discourse

How will students engage in interactive dialogue and/or discussions? [Guided/Independent/Group Practice]
How will students develop their skills in argumentation, explanation, and critique, using logic/evidence to support or refute a claim or
position?
How will students use multiple representations of concepts in their thinking? (i.e., graphic organizers, visuals, drawings, concept maps,
videos, simulations, data formats)
What opportunities will students have to use their personal experiences and knowledge to connect to the new concepts and skills?

How will students collaborate with each other?

During the introduction students will discuss the meaning of specific metaphors and similes that are introduces on the
digital projector. As a class they
will discuss why or why not something is literal or nonliteral and what it is implying.
Students will be able to see posters on the walls in the classroom explaining the concept and lay out examples. There will
also be discussions using examples. The Webquest will have further examples with further directions.
Nonliteral language is used daily. Students will be able to distinguish what they have been hearing and reading and
understand the meaning behind. Students will be able to generate this form of language in their speech as well as their
writing.
Students will get in groups after printing their chosen poem and discuss their ideas on what the poems metaphor or similes
mean.

Standard 4: Student Understanding of and Responsibility for Learning

How will students reflect on their learning progress through structured metacognitive activities?
How will students reflect on the learning goals, the performance criteria and purpose of the lesson?

How will students share their progress?

How will students be supported in revising their learning strategies based on their progress?

Students will learn about their own style of learning through the multitude of Medias and examples displayed and used.
Students will learn about their own time constraints since they will be using the webquest to do the project.
Students will turn in the assignments as they go along. The 1 st printed assignment will be turned in after they finish
answering all the questions. Then they will find and print a poem using the website provided. Underline and explain what
the metaphor or simile means in the text. Finally they will write their own poem containing 3 metaphors or similes and
submit those to me.
Students will have access to and use an online bulletin board (Padlet) for any assistance or questions. Student will be able
to converse with me
and other students. I will post more examples to help them along. During the project, I will supervise and assist students.
Help them understand and locate as well as construct their own. There will be many tools on the webquest to help them
learn more about the metaphors and similes. I will then decide if I should use these models of Medias in a similar way the
following lesson or construct new methods.

Standard 5: Assessment Integrated into Instruction

How will student progress be assessed?

How were student pre-assessments or work samples used to plan this lesson?
What evidence of student learning will be generated during the lesson? (i.e., writing, one-to-one conferencing, discussions with peers,
instructional tasks)
How will students receive formative feedback?
How are instructional adjustments made based on student formative assessment results?
What homework will be issued to support the lesson? [Homework]
How will the lesson be closed? [Closure]
How will the lesson be reviewed? [Long-term Review]

Assessment will be made with a pretest using Plickers during the introduction. If they need more of a review it will be
extended slightly then the
project will be introduced.
Students will learning about step by step instructional tasks, recognizing nonliteral language, discussion with peers and
writing a poem.
During each step the learners will be discussing as well as turning in a part of the assignment. I will be assessing through
each step (using the DID model) to make sure that I am addressing each step properly, that my technologies are
appropriate for the assignment and that my objectives are targeting the goals I intend for the learners. Students will
receive feedback throughout the lesson through the steps they turn in and through our discussions.
I will adjust and assist with the technologies if the learners find them too difficult and adjust the project due to the feedback
I receive from the
students.
The Webquest will be continued at home for extra time. Students will also receive extra resources with a potential for extra
credit.
Students will turn in their written poem containing nonliteral language. All steps will be graded with the rubric. I will give
them another quiz to see what they have learned using Kahoot to compare to the introduction pretest.
Throughout the course we will be discussing nonliteral language and using what we have learned and discuss the meaning
in the context of the
literature.