Direct Instruction Lesson Plan Template

Grade Level/Subject: 4th

Central Focus: Figurative Language
grade/English
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.L.4.5.A
Date submitted:
Date
Explain the meaning of simple similes and metaphors
taught:
(e.g., as pretty as a picture) in context
Daily Lesson Objective: Students will create their own metaphors and similes.
Performance- The student will independently write a poem on a loved one using at
least 2 metaphors and 2 similes.
Conditions- The objective must be completed independently.
Criteria The students will independently write a poem and must receive 8 out of 10
points to meet the objective.
21st Century Skills:
Academic Language Demand (Language Function and
Critical thinking, collaboration,
Vocabulary):
social skills
Figurative language, simile, metaphor
Prior Knowledge: students should have some background knowledge on what figurative
language means. They should also have experience writing poems.
Activity

1. Focus and
Review

2. Statement of
Objective
for Student
3. Teacher Input

Description of Activities and Setting

Discuss the previously learned figurative language. Last
week we learned about figurative language. Who wants
to remind the class what the term figurative language
means? I will choose one student to tell me what they
remember about figurative language. Yes, it is
something said that is not meant to be taken literally.
Today we are going to focus on 2 types of figurative
language. We will learn how to both interpret the
meanings of and create our own metaphors and similes.
Teacher will display a poster on the board that explains
what a simile is. A simile compares 2 things using the
words like or as. I will share 2 examples of similes and
will explain how the subject of the sentence to being
compared to something else. My friend is as thin as a
toothpick. In this sentence, my friend is being compared
to what? Yes, she is being compared to a toothpick. What
do you think is meant by this simile? Once the students
seem to have a grasp on the similes I will explain what a

Time

4. Guided Practice

metaphor is and display a similar poster to the simile

poster. A metaphor is similar like a simile because it still
compares 2 things. However, a metaphor does not use
the words like or as to compare; instead it describes the
subject as actually being something else. I will then give
an example of a metaphor. Joey is a night owl. This is a
metaphor because I am not using like or as to compare
Joey to a night owl. This sentence is not saying that Joey
literally turns into an owl at night and sits on a night.
What do you think this sentence is actually saying? Yes,
it means that Joey stays up late during the night. Then, I
will give students a few examples of similes and
metaphors and they will have to tell me which is a simile
and which is a metaphor and they will interpret it and
say what they think is meant by that particular
comparison. Then I will explain how a simile can be
turned into a metaphor. One thing I think is very cool
about similes and metaphors is that a simile can be
turned into a metaphor. If I say my older sister dances
like a wild monkey, is this a simile or a metaphor? Yes, it
is a simile because I used the word like to compare my
older sister to a monkey. Now can you turn this simile
into a metaphor? Yes, it would instead say my older
sister is a dancing wild monkey. I will give one more
example of turning a simile to a metaphor.
Now we will do a partner activity (or you may work in
groups of 3). Each pair will be given a picture and you
must create your very own simile based on the picture. I
will give the class an example. In this picture I notice a
girl holding a big leaf. So, a simile I could create is the
leave was as big as the state of Texas. Then, to turn this
into a metaphor I could say the leave was the size of
Texas. This does not mean that the leaf was actually the
size of Texas because that would be an implausibly giant
tree to create a leave that large. I will then ask the
students if they have any questions on this activity.
Students will be broken into groups as a team they
create similes from the images on paper once finished
each group shares then they will turn each into a
metaphor, so they understand the difference.

5. Independent
Practice

6. Assessment
Methods of
all
objectives/skills:
7. Closure

I will display my poem on my mother for the students to

see an example. I will ask students to tell me which line
is a metaphor and which is a simile in the poem.
Students independently write poem on a friend or family
member and must use 2 metaphors and 2 similes.
Students will be asked to circle the metaphors and
underline the similes.
Students are required to write their own poem on a family member
or friend. They must use at least 2 metaphors and 2 similes. For
students to meet the objective they must receive 8 out of 10
points.
Review what a metaphor is with examples from students
poem and do the same for similes.
All but two students received 8 out of 10 points. The two students
who did not meet the objective did not include enough metaphors
within their poem.

8. Assessment
Results of
all
objectives/skills:
Targeted Students
Modifications/Accommodations:
For struggling students, I will pair them
with more advanced students so the
student can help guide them through.
Any students who finish assignment
early will be asked begin writing a
second poem.
Materials/Technology:
Metaphor and simile posters
Cut out pictures
Paper and pencil
References:
Reflection on lesson:

Student/Small Group
Modifications/Accommodations:
If students need additional instruction, I will
work them the selected students as a group
during guided practice to discuss the lesson
more in depth.