Descriptive Writing using
Similes and Metaphors
5th Grade Micro-Teaching Lesson Plan
The student will be able to demonstrate an understanding of descriptive writing using similes and metaphors by writing a short passage describing a landscape photograph using at least one simile and one metaphor.
Assessment: The student will be assessed by writing a simile and a metaphor to describe a landscape photograph.
Time: 15-20 minutes
Anticipatory Set: 3 minutes
Procedure: 12 minutes (6 minutes compliment circle, 6 minutes writing exercise)
· Read and share sentences…can you guess what picture the sentence is describing
· Ticket out…say a sentence containing a simile or a metaphor describing a landscape photo.
Teaching this mini lesson was a wonderful learning experience. In my opinion, this lesson was much more successful than the previous lesson that I taught at Oak Hills. I feel that I had a better grasp on the timing, and more importantly, I feel that I finally grasped an understanding on how important it is to connect every single part of the lesson back to the primary objective.
Prior to teaching this lesson I asked Megan (my observer) to pay attention to my checking for understanding and modeling because these are the two elements that I was trying to emphasis through the writing of this particular lesson. I was impressed by the detailed comments that Megan wrote while I taught my lesson, and I am in agreement with her thoughts.
In response to the comment on the girl who was “spacing out,” I noticed that she was spacing out at the beginning of the lesson; however, I did not want to draw any negative attention to her so I continued on and paid special attention to her when I was checking for understanding. I feel that by the end of the lesson she was able to successfully demonstrate an understanding of similes and metaphors. I agree with Megan’s suggestion about letting the students write and underling the examples written on the poster board as that may help the students feel more connected to the content. I was surprised and frightened by Megan’s comment about my working despite all of the commotion in the room. I was surprised because I had no idea that there was any commotion in the room, and I was frightened by my not noticing the commotion in the room; I am going to have to work on my classroom with-it-ness.
When I taught the previous lesson I had to make a lot of on-the-spot changes and modifications. This time I only had to slightly deviate from the lesson plan. Thinking that I would be teaching a larger group, I originally planned on having the students do an “Inside-outside compliment circle” using similes and metaphors. When I saw that I would only be teaching three students I had two choices: drop the inside-outside circle from the lesson or make a quick adjustment. In an attempt to keep the lesson varied and interesting we did a variation of the circle.
Overall, I feel that this lesson went well. Through conversations with each student I saw that they each had an understanding of similes and metaphors. Some changes that I would make to this lesson, or a possible extension to this lesson is to ask the students to look for similes and metaphors in poetry and song lyrics, emphasizing metaphors.