The Lesson Plan Cycle

Teacher: Mrs. Shackleford

Subject/Grade Level: Third

Time Estimate: 90 minutes

Lesson title: Exploring Similes with Gentle Giant Octopus
Specific Instructional Objective(s) in ABC format (Audience, Behavior, Condition): The
third grade students will explore similes by listening to a read aloud of Gentle Giant Octopus
and by creating a classroom definition. TSW do research on a sea creature of their choice and
write a paragraph with three similes about that creature using their research. TSW use their
similes to enact an interpretive dance.
Content
Standards #
Language
Arts
GLE 0301.1.1
GLE 0301.4.1
GLE 0301.4.2
GLE 0301.4.3
GLE 0301.8.4
Science
GLE0307.Inq.
1
GLE 0307.5.1

Learner accomplishments in reading, writing/language arts, and science

Demonstrate knowledge of Standard English usage, mechanics, and spelling.

Identify and narrow a grade-appropriate research topic.
Gather information from a variety of sources to support a research topic.
Present research results in a written report.
Explore basic literary terms (e.g., setting, point of view, simile, metaphor,
rhythm).
Explore different scientific phenomena by asking questions, making logical
predictions, planning investigations, and recording data.
Explore the relationship between an organisms characteristics and its ability to
survive in a particular environment.

Materials and media: Gentle Giant Octopus text, Audrey Woods Quick as a Cricket text,
string, counting bears, jar with approximately 60,000 grains of rice, informational texts about
undersea creatures, glue dots, Invisible Octopus video on Youtube
Instructional considerations: Whole group teacher led instruction for read aloud and classroom
definition, rice activity, and rope activity. Individual research, pairs to act out their similes to
each other, and whole group student led instruction to act out their similes.
Modifications/Enrichments/Extension: TTW model simile structures for students who have
difficulty grasping the concept, and give them an index card with ____ like (a/an) _____ &
_______ as (a/an) _______ on them. For the advanced students, TSW create a short story or
poem using similes and share it at the end of class.
Teaching/Learning Activities

Introductory Activity/Initiating Procedures: TTW show the video clip and explain how
octopi use different methods to survive in the ocean (camouflage, ink, and bluffing.) TTW
read aloud Gentle Giant Octopus. TTW show the students a bucket of approximately 60,000
grains of rice and pick out some to show the amount of baby octopi who survive. TSW
experience the suction ability of an octopus arm by putting dots of glue on the tips of their
fingers and picking up objects such as pieces of paper. TSW stand up and act as though
various parts of their body are boneless like octopi.

Connection to/Review of previous lesson: TSW review the definition of a metaphor and
compare it to simile. TTW give an example from the text, as well as examples from other
texts.

Procedures for the Lesson (in sequence).

A Information Giving: TTW read the text aloud, pausing to point out the similes. TSW
create a classroom definition and explanation of similes. TTW lead a discussion helping the
students to brainstorm some similes, with the teacher giving a few prompts Quick as a
_____, hungry like a ______, snoring like a ______. Read aloud Quick as a Cricket,
pausing occasionally to let the students guess what adjective will be used.
B Modeling/Providing Examples/Guided Practice: TTW reread text listening for similes.
TSW count number of similes found in the text using the counting bears. TSW discuss why
the author chose various similes found in the book: Huge like a spaceship, fly like
ribbons, like a huge rubber flower, stretches like taffy, ripples like seaweed, black as the sea
kelp, etc. TTW show the students a rope thats 15 and feet long to demonstrate how
long the octopus can get and line the students up along it. Then TTW show them the rice,
and have the students spread the grains out and try to count them. After 2 minutes, tell them
that there are about 60,000 and explain thats how many eggs a giant octopus lays, and then
separate 3 or 4 grains out and show that thats how many survive.
C Checking for Understanding: TSW choose an animal from an informational text, do
research, and write a paragraph about the animal using at least 3 similes.
D Independent Practice: TSW choose at least two similes to act out either in a play or an
interpretive dance (their choice). TSW will work in groups or pairs to act out all similes.
E Closure/Culminating Procedure: TSW create and participate in a simile dance created
from the class similes previously acted out by the students. Each of TSW share his/her
favorite simile from the paragraph they wrote.
4. Evaluation of Students (summative assessment): TSW share their favorite simile
from the paragraph they wrote, TSW turn in their paragraphs to be evaluated by the teacher.