Angelina Maisano

Professor Richardson

EDU 220-1005

10 March 2021

Direct Learning- LESSON PLAN

I. Describe the Class: This class is a fourth grade class. There are 14 boys and 17

girls, there are two children in this class with special needs.

They are in groups 6. Each table has 3-4 girls and 2-3 boys per

group. The students with special needs are dispersed amongst

the classroom as usual, they are not isolated.

II. Subject/Skill: Writing and figurative language

III. Objective(s) ● Students will be able to point out different types of

figurative language in written articles

● Students will be able to define: simile, metaphor,

personification, and alliteration

● Students will be able to use simile, metaphor,

personification, and alliteration in their writing

● Students will be able to collaborate with classmates and

write a well written story using figurative language

IV. Procedures 1. Have the students take out their notebooks and flip to

the next open page. They are going to divide the paper

into four parts. Each part will have a different word:

simile, metaphor, personification, and alliteration.

2. Write an example of a simile on the whiteboard.

a. Examples-

i. Ms. Angie slept like a baby.

ii. Ms. Angie is as wise as an owl.

3. Ask the students to raise their hand and tell them to read

the sentence out loud.

4. After it is right out loud, ask them what is being

compared.

5. Explain the use of “as” and “like”

6. Ask the students to write their own simile in the Simile

box.

7. Write the definition of a simile on the board, and have

the students write it down in their notebooks.

8. Have them highlight either “as” or “like” in their

sentence.

9. Once you feel that they have mastered and understand

what a simile is, move onto a metaphor.

10. Explain that the metaphor is similar to a simile, but it

doesn’t use the words “like” or “as”

11. Write an example of a metaphor on the board.

a. Examples-

i. Ms. Angie’s voice is music to my ears.

ii. Ms. Angie is a pig.

12. Have a student read the examples.

13. Have the students write an example in their notebooks

in the “metaphor” box.

14. Write the definition of a metaphor on the board, and

have the students write it down in their notebooks.

15. Ask for a volunteer to write their example on the board.

16. Once you feel that they have mastered and understand

what a metaphor is, move onto a personification.

17. Write an example of personification on the board

a. Examples-

i. The cookies sat on the counter and

tempted Ms. Angie.

ii. The angry pimple on Ms. Angie’s face

was red.

18. Have a student read the examples.

19. Describe to the students how the object uses human-like

characteristics.

20. Have the students write their own example in their

notebooks in the “personification” box. (If they are

 having trouble, have them look around the classroom

and write about an object they see.)

21. Have the students highlight the object that is having the

human-like characteristics.

22. Write the definition of personification on the

whiteboard and have the students write it down in their

notebooks.

23. Have the students tell their example to their elbow

buddy (The student next to them)

24. Once you feel that they have mastered and understand

what personification is, move onto alliteration.

25. Write an example of Alliteration on the board

a. Examples-

i. Ms. Angie ate all the apples.

ii. Ms. Angie made many mouthwatering

meals.

26. Have a student read the examples.

27. Encourage the kids to use their own name and write an

example of alliteration in their notebooks in the

“alliteration” box.

28. Ask one or more of the students to share their example.

29. Now that their notebooks are complete. Have them take

out their reading books that they read during silent

 reading time.

30. Let the kids pick a chapter from their books and put

sticky notes where they see any use of figurative

language. Have them write down the specific figurative

language they see on the sticky note. (at least one of

each)

31. After they find eight examples they can silently read

while they wait for their classmates to finish.

32. Once you notice most of the kids are finished, have

them put their books back in their desk or backpack.

33. Now I have one volunteer from each group get a final

draft writing paper from the bin.

34. The groups are going to work together to write a

fictional story using the different types of figurative

language at least 8 times. (at least one of each)

35. They can work on this until the bell rings...

V. Materials For the teacher:

● White board

● Good handwriting

● Expo Markers

● Dry erase eraser

● This lesson plan

 ● Common knowledge of figurative language

For the students:

● Pencil

● Highlighter

● Writing Notebooks

● Independent silent reading books

● Sticky notes

● Creativity

● Final draft papers (one per group)

VI. Grouping Structures ● The students can work 1 on 1 with their elbow buddies

to share their examples of personification (as said in the

procedures)

● After the lesson the students will work together to

create a fictional story using 8 different uses of

personification.

● The students are already grouped by their desks, in

groups of 6.

● They will write rough drafts in their notebooks and

collaborate their ideas to create one piece of work.

● They will finalize their stories and create one final draft.

VII. Modifications This lesson plan is able to meet the level of the students, if the

students aren’t understanding it, we can spend more time on a

 specific topic. This lesson can be slowed down or sped up to

accommodate the needs of all children. The special ed students

could have a printout of the definitions and glue it into their

notebooks. The notes will be fill-in the blanks.

Example- A simile is a sentence that compares one

thing to another using the words “_____” or “_____”.

VIII. Assessment ● The students will be able to look back at their

notebooks and see their examples and definitions they

wrote.

● They can identify similes, metaphors, personification,

and alliteration in the books they read.

● They can use what they learned and create their own

writing that uses the four types of figurative language

we learned today.