Lesson Title

Figurative Language: Similes and Metaphors Date

Group

Grade 4/5

Nov. 18

Time
35min
Duration

General
Learning
Outcomes:

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Outcome 2
Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically
To oral, print and other media texts.

Specific
Learning
Outcomes:

1. Identify examples of apt word

choice and imagery that create
particular effects
2. Identify sections or elements in
print or other media texts, such as
shots in films or sections in
magazines

3. Experiment with words and

sentence patterns to create word
pictures
Identify how imagery and
figurative language, such as simile
and exaggeration, convey meaning
LEARNING OBJECTIVES
SWBAT: Identify examples of similes and metaphors
SWBAT: Differentiate similes and metaphors as components of figurative language
SWBAT: Create their own examples of similes and metaphors

Observations:

ASSESSMENTS
Teacher will observe the performance of students as they participate in each
activity
Note what the students are doing
Begin to Ask

Are
Are
Are
Are

they
they
they
they

engaged?
answering questions?
writing and contributing to the group discussion?
showing their work?

Note how the students use the information provided, do they understand the
concepts
What is a simile?
What is a metaphor?
What is the difference?
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
The Alberta Program of Studies
Personal white boards
White board markers
Smartboard
Computer
Pencils, erasers etc.
Key Questions:

Prior to lesson

Assessment of Prior
Knowledge
Expectations for
Learning and
Behaviour

PROCEDURE
Set up all materials, wipe down white boards, ensure markers all work
and produce dark color
Prepare and open power-point slides, ensure they work.
Introduction
Time
Open discussion about how students can improve their writing
through description.
Introduce them to figurative language
**Teacher Action: the teacher will explain the following
expectations for behavior to students and reinforce accordingly
throughout the lesson.
The expectation for entering the classroom is that everyone is

Adapted from a template created by Dr. K. Roscoe

respectful; this establishes safety and helps to create a positive

learning environment.
Students will engage in three activities during this time they will
Raise their hands
Use their indoor voices
Be respectful/ kind
Share materials
Students will be expected
To listen to instruction
When asked to demonstrate that they understand
instruction, for example students will be asked throughout
the lesson to show their work and their understanding of
problems by displaying their work on personal white boards
Everyone will participate
Safety- no running around
Advance
Organizer/Agenda

Learning Activity #1

Explain
This lesson we will explore 2 styles of figurative language
We will learn how to use figurative language to improve our
writing
We will learn how we can write meaning in different forms
Body
Review.
Teacher Actions
Open slides and begin to explain the difference between
similes and metaphors.
Discuss Owl moon
Give good examples of rich description

Time

Make description exciting

Explain how we can use them to improve our writing through
comparison and description
Watch videos: Mr. Grinch
There are printed lyrics from the Mr. Grinch song to be
used as examples of how similes can paint pictures
Read more at http://www.songlyrics.com/how-the-grinch-stole-christmas/you-re-a-mean-one-mr-grinchlyrics/#rbyx7DZemRKs2ukq.99

Ask students to give their own examples

Student actions
View slides and listen to explanations about the difference
between similes and metaphors.
Give examples of similes/ metaphors and how we can use
them to improve our writing through comparison and
description
Teacher Notes:
Assessments/
Differentiation
Learning Activity #2

The use of personal white boards functions as assessment this

way the students work can been seen and if incorrect, the teacher
may more easily identify the error. This will take place throughout
the lesson.
**see attached sheet, this may be done as a group on the smart
board, depending on time.
Teacher actions:
Instruct one of the mail men to help hand out the work
sheets
Instruct the students to put their names on their sheets
Explain that this activity should not take more than a few
minutes
Student should fill the work sheet out individually
After the work sheet is filled out instruct the students to
trade with a partner
Explain that the class will go over the work sheet and mark
it as a group
Student Actions:
One of the mail men will help hand out the work sheets
Students should put their names on their sheets

Adapted from a template created by Dr. K. Roscoe

Teacher Notes:
Assessments/
Differentiation

Learning Activity #3

Teacher Notes:
Assessments/
Consolidation of
learning

Sponge
Activity/Activities

This activity should only take a few minutes

Student should fill the work sheet out individually
After the work sheet is filled out the students will trade with
a partner/peer
The class will then go over the work sheet and mark it as a
group
Watch what the students are writing on the board as they come
up in groups and as individuals. Watch for what they are writing
on their personal white boards. Listen for what they are saying,
are they identifying mistakes, are they making mistakes?
Make sure any questions that need to be asked are asked in an
open ended and positive way. Ex: How? or Explain rather than
Why or questions that can be answered with yes or no
Teacher actions:
As youre collecting all the work sheets begin handing out
the create your own simile and metaphor handout.
Ask them to put their names on it
Explain to the students that they may work with a partner to
come up with ideas but, they must still each fill out their
own
Explain that if they wish to work in pairs they still need to be
respectful of the fact that it is work time
Explain that each of the students is to create their own
similes and metaphors 4 of each and circle simile or
metaphor to differentiate which one they have written for
that line.
Explain that the activity should only take a few minutes and
if there is left over time they may create more than one
Explain that the similes and metaphors can be about
anything (appropriate), they could be funny or just silly,
which ever they wish
Student actions:
Students should put their names on the sheets
They should begin partnering up if they wish but they must
each create their own similes and metaphors (4 of each) and
circle simile or metaphor to differentiate which one they
have written for that line.
If there is left over time, they may raise their hand to share
All sharing must be appropriate

The work sheets are a summative assessment

The work sheet will be marked in class and we will have a class
discussion about it as we do it.
Ex: (Q)number 1 is an example of a ?
(A) simile
can you explain how you arrived at that conclusion

Sharing of the similes and metaphors

Or Metaphors: https://www.youtube.com/watch?v=b3bkpyNiv8Y
Metaphors in music

Reflections:
Personally I wasnt too happy with this lesson, I think the information I gave
was great, but I assumed the students had greater back ground knowledge of
descriptive writing. In the future I would break metaphor and similes into two
separate lessons rather than teaching both in one lesson. The material I used
will need to be revisited as many students are still confused about metaphors.
In the future I think I would still use Mr. Grinch as a short video, because the
song is filled with great metaphors and similes. Although in the future I would
play the video, give some lecture and then play it again after asking the
students to look or the figurative devices. My T.A suggested that I might ask
the students to close their eyes a second time and listen carefully for similes
Adapted from a template created by Dr. K. Roscoe

and metaphors.
By rearranging the order or my lesson some aspects could have been enhanced
and more engaging for the students.

Name____________________

Similes and Metaphors

Write your own!

1._____________________________________________________________________________
___________________________
Simile or Metaphor? Please circle your answer
2._____________________________________________________________________________
___________________________
Simile or Metaphor? Please circle your answer
3.___________________________________________________
_____________________________________________________
Simile or Metaphor? Please circle your answer
4._____________________________________________________________________________
___________________________

Adapted from a template created by Dr. K. Roscoe

Adapted from a template created by Dr. K. Roscoe