Understanding by Design (UbD) Lesson Plan Template

Classroom Teacher: _Alison Elphick__________________ Grade (K-12)/Developmental Level: _3rd grade_____________ Date Lesson Will Be Taught: _TBD_________________ Lesson Subject Area: _Language Arts_______________ Lesson Topic: _Metaphors _______________________ Preservice Teacher: _Shayla Hosaka______________________

Stage 1- Desired Results Established Goals/Big Ideas (Include): What are the big picture concepts, conceptual anchors, and connections?

• Writers use different types of figurative language to engage and amuse readers. • Students will be able to identify and create their own examples of metaphors.

Common Core Standards: CC-LA-2014.3.RL.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

CC-LA-2014. 3.RL.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

CC-LA-2014.RF.3.4: Read with sufficient accuracy and fluency to support comprehension.

Understandings: Students will understand that…..

• Metaphors are comparisons that show how two things that are not alike in most ways are similar in one important way.

• Unlike similes that use the words “as” or “like” to make a comparison, metaphors state that something is something else.

• Metaphors are a way to describe something. • Authors use metaphors to make their writing more

Essential Questions: What questions highlight the big ideas?

• What is a metaphor? • Why do poets use metaphors in their writing? • What is the difference between a metaphor and a simile? • Why is it important to understand the literal and figurative

meaning of words?

 interesting or entertaining.

Content Acquisition (Objectives): Student will know….

• A metaphor is a figure of speech that compares two unlike objects or ideas without using the words like or as.

Skill Acquisition (Objectives): Student will be able to…

• Understand what a metaphor is and be able to write their own metaphors.

• Identify and describe similes and metaphors in poetry. • Create original metaphors to demonstrate understanding of

figurative language.

Stage 2- Assessment Evidence Performance Tasks: What tasks will students be able to do to demonstrate understanding?

• Create original metaphor • Identify similes and metaphors in text. • Debate: Be able to correctly determine and explain if it is a

simile or metaphor.

Other Evidence: What other things can students do to show what they know?

• Participate in class discussions: “Explain how to distinguish between similes and metaphors”.

• Explain meanings of similes and metaphors in the text.

Self-Assessments: What ways can students check understandings to set future goals?

• Exit Slip: Create their own original metaphor. • Fist for Five

Reflections: What did you identify during self-evaluation?

Stage 3 Learning Plan Learning Activities: What will the students do during the lesson so that they achieve the stated goals? How will you guide the students? What resources are needed? Introduction: (Teacher Modeling)

 • Review what a simile is with students. • Introduce students to metaphors and explain the difference between a simile and metaphor. • Read the poem “My Favorite Day” to students. http://www.readworks.org/sites/default/files/passages/file_220.pdf • I will underline the similes and circle the metaphors in the poem for students to see.

http://www.readworks.org/sites/default/files/lessons/file_221.pdf

• Think Check: I will ask my students: “How did I distinguish between similes and metaphors”? • Give students a moment to reflect and then share answers with the class.

During: (Guided Practice)

• Read together with the students “The Pilot” poem aloud. Poem: http://www.readworks.org/sites/default/files/passages/file_223.pdf

• Identify together with the class or in small groups the similes and metaphors. • Pass out different similes and metaphors to students. • Debate: Students will read their metaphor/simile as a group and decide whether it is a simile or a metaphor. • Other groups/students may argue against their answer or agree with the student but must support their answer with reasoning.

Closing: (Independent Practice)

• Students will independently read the poem “Cold Winter Day”. Worksheet: http://www.readworks.org/sites/default/files/lessons/file_224.pdf

• On the worksheet students will circle two similes and two metaphors. • Students will write the meanings for each simile and metaphor. • Exit slip: Create their own original metaphor. • Fist for Five to check for students understanding.

Homework: http://www.k12reader.com/figurative-language/metaphor-hunt.pdf Materials:

• Journal • Pencil • Worksheets

Resources:

 Readworks.org http://www.readworks.org/lessons/grade3/figurative-language/lesson-3# http://www.k12reader.com/ Acknowledged: ________________________________________ Date: ___________ Grade (if applicable): _________ (Course instructor, university supervisor, and/or cooperating teacher)