Mar'Lakuittia Overstreet

Oct 24, 2012

6th Grade Language Arts/Reading
Simie and Meta!h"r
Instructional Objective:
1.0 Students #i understand and de$ine di$$erent iterar% devices&
1.1 Students #i 'e a'e t" identi$% and de$ine simies and meta!h"rs
1.2 Students #i c"m!are and c"ntrast simies and meta!h"rs
Set:
(ass "ut !"em and have the students read t" themseves& As" read the !"em "ut "ud&
Butterflies are as light as feathers
They a paper bags floating in the air
An are as beautiful as ancing spirits
I thin! they are s"all stars in the s!y.
So"eti"es they are as blue as tear rops
I bet they love flo#ers s#aying in the bree$e
Butterflies are so cool%
Teacher reads aloud the first two lines of the poem. As I was reading those two lines, I noticed both a
metaphor and simile. The first line, butterflies are as light as feathers, is an example of a simile. The
author is comparing the butterfly to a feather. I can see in my head a feather floating in the breeze; this
helps me image a light butterfly floating in the air as well.
The second sentence is an example of a metaphor. Once again the author is comparing the butterfly to
something that is light floating on the air, but this time a paper bag. This creates a very different image in
my head. The feather is very peaceful while the paper bag maes me thing of litter or trash blowing in the
wind. !id you notice how with each of the examples I stopped to determine if the line was a metaphor or
simile then created a mental image of the comparison"
#ow it$s your turn to try. Teacher reads aloud the next two lines of the poem. Turn and tell your partner
which metaphors or similes are present in those lines. %tudents turn and tal. Teacher calls on students
to share out responses. %tudents should respond that line & is an example of a simile and line ' is an
example of a metaphor. #ow turn and tell your partner these two comparisons create in your mind.
%tudents should turn and tal. Teacher calls on a few students to share out their responses. (ach of you
created very good mental images of the author$s words. I am impressed with the different ways you
interpreted the text. )emember each time we read a poem; we must pay close attention to the metaphors
and similes to create mental images.
Objective&'urpose:
Simies and meta!h"rs are a !art "$ "ur ever%da% i$e $"r e)am!e in '""ks, music, and m"vies&
*e are g"ing t" tak a'"ut the simiarities and di$$erences "$ simies and meta!h"rs and h"# t"
identi$% them in iterature&
Input&(oeling:
+1& At %"ur ta'es c"me u! #ith a de$initi"n "$ #hat %"u think a simie and meta!h"r is& , #i
give %"u three minutes t" discuss&
2& Ask each ta'e t" share their de$initi"ns&
-& , #i #rite actua de$initi"n "n '"ard "$ a simie and have "ne student read it "ut "ud $"r the
cass t" hear&
+4& .an an%'"d% give me an e)am!e "$ a simie/ 0ca "n students1
+2& *rite "n '"ard e)am!es "$ simies a t"ta "$ $"ur 0#ith t#" "$ ike and t#" "$ as e)am!es1&
As" discuss the meaning& 3ave students !ick "ut the simie cue #"rd 4ike5
67"at ike a 'utter$% sting ike a 'ee6 8Muhammad Ai 0s1 comparing butterfly and a bee
Sient as a grave 0s1
4Li$e is ike a '") "$ ch"c"ates %"u never kn"# #hat %"u are g"ing t" get5 97"rest Gum! 0s1
comparing the uncertainty of life to the uncertainty of choosing a chocolate from a box
.ute as a kitten 0s1 comparing the way someone looks to the way a kitten looks
As 'us% as a 'ee 0s1 comparing someones level of energy to a fast-flying bee
As 'ind as a 'at 0s1 indicating that the person cannot see any better than a bat can
3er e%es #ere $ire$ies 0m1
:he c"m!uter in the cassr""m #as an "d din"saur 0m1
:he teacher !anted the seeds "$ #isd"m 0m1
:he test #as a #ak in the !ark 0m1
:ime is a thie$& 0m1 There is not enough time to do what you want
+6& .an an%'"d% give me "ther e)am!es "$ a simie/
v)u;& On a scae "$ 1 t" 2, 2 'eing c"m!ete% c"m$"rta'e and 1 %"u have n" cue< sh"# me a
num'er "n %"ur $ingers "$ h"# #e %"u think %"u understand #hat a simie is&
=& L""king 'ack "n the !"em in $r"nt "$ %"u, #h" can $ind me a simie/ Raise %"ur hand #hen
%"u $ind "ne&
>& ?"es an%'"d% remem'er the de$initi"n "$ a meta!h"r %"u discussed at %"ur ta'es/
10& , #i #rite actua de$initi"n "n '"ard "$ a meta!h"r and have "ne student read it "ut "ud $"r
the cass t" hear&
+11& .an an%'"d% give me an e)am!e "$ a meta!h"r/ 0ca "n students1
12& *rite "n '"ard e)am!es "$ meta!h"rs&
+1-& .an an%'"d% give me "ther e)am!es "$ a meta!h"r/
v)u 14& On a scae "$ 1 t" 2, 2 'eing c"m!ete% c"m$"rta'e and 1 %"u have n" cue< sh"# me a
num'er "n %"ur $ingers "$ h"# #e %"u think %"u understand #hat a meta!h"r is&
12& L""king 'ack "n the !"em in $r"nt "$ %"u, #h" can $ind me a meta!h"r& Raise %"ur hand
#hen %"u $ind "ne&
16& (ease take "ut %"ur iterature '""ks and g" t" the st"r% Sur! "n !age 424
1;& *ith a !artner at %"ur ta'e revie# the st"r% Sur! and $ind "ne e)am!e "$ a simie and
meta!h"r& , #i give %"u $ive t" ten minutes t" d" this&
v)u 1=& G" ar"und t" each !artner and ask them t" give me "ne e)am!e "$ a simie "r meta!h"r&
*uie 'ractice&Inepenent 'ractice:
3and"ut !ractice #"rksheet A , #i he! guide them thr"ugh the !ractice #"rksheet& :hen , #i
hand"ut re8teaching #"rksheet i$ students need m"re !ractice $"r them t" read the @uesti"ns "ut
"ud then mark #hether "r n"t the sentence is a simie "r meta!h"r&
+losure&(otivation:
:"da% #e $"cused "n the di$$erence 'et#een a simie and meta!h"r& 3"!e$u%, n"# %"u #i 'e
a'e t" rec"gniAe #hen t" use them and h"# the% are used thr"ugh"ut %"ur da%& Students sh"ud
'e a'e t" summariAe the ess"n "$ the "'Bective and !ur!"se&
(oifications&Aaptations:
Make sure ever%"ne has a !artner t" #"rk #ith&
Make sure a students are !artici!ating during !artner #"rking&
:r% t" inv"ve man% students thr"ugh"ut ess"n $"r e)am!es&
,igh Ability +onsierations:
A"# students t" c"me u! #ith e)am!es "$ simies and meta!h"rs that are m"re in de!th that
the% can ana%Ae m"re dee!%& :here$"re the% deve"! m"re c"m!e) simies and meta!h"rs&
:hr"ugh"ut m% ess"n students #ere a'e t" descri'e in de!th #hat the 'utter$% !"em meant t"
them #ith the evidence thr"ugh simies and meta!h"rs& , $ee this is a g""d idea 'ecause it a"#s
the students in m% cass t" think m"re a'"ut !"ssi'iities $"r e)am!es& ,t as" ets them 'e
creative t" make u! their "#n e)am!es& :hen it ets the students think a'"ut their simie "r
meta!h"r and 'e a'e t" e)!ain #h% it is "ne and the itera meaning 'ehind their th"ughts&
Bloo"-s Ta.ono"y:
Students #ere $irst asked t" cassi$% h"# and #h% a sentence "r !hrase #as c"nsidered either a
simie "r meta!h"r& :he% #ere as" asked t" in their gr"u!s t" #rite a de$initi"n "$ '"th #"rds in
their "#n #"rds& :his a"#ed them t" use c"m!rehensi"n& :he cass #as then a'e t" !ut this
t"gether '% using the eve s%nthesis t" create and share an e)am!e "$ a simie and meta!h"r& ,
enc"uraged the students t" g" 'e%"nd Bust the 'asics 'ut t" make it chaenging& And $ina% ,
strived t" have the students evauate the sentences/!hrases '% asking them #h% it is a simie "r
meta!h"r and t" e)!ain #hat that sentence "r !hrase meant t" them&
/valuation:
Student
8*as !r"gress made $"r the "'Bective/
8?id a the students understand the ess"n and active% !artici!ate/
8*ere @uesti"ns ans#ered $"r the students t" understand/
:eacher
8*ere m% e)am!es g""d en"ugh $"r the students t" understand/
8*hat !art "$ m% ess"n c"ud , have im!r"ved "n/
8?id , give en"ugh time $"r students t" $ind in$"rmati"n , #as asking "$ them/
''':
1& *hite '"ard #ith markers&
2& Make c"!ies "$ hand"ut (ractice #"rksheet A and Re8teaching #"rksheet&
-& 3ave students get their iterature '""ks 'e$"re the ess"n starts&