Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 47413
Owl Moon: Similies and Metaphors
In this lesson, students will be able to identify similes and metaphors within a piece of literature. Students will be able to determine the literal meaning
of similes and metaphors and also develop their own non-literal meaning. The students will be able to then use their understanding of similes and
metaphors to apply them to their own narrative writing.
Subject(s): English Language Arts
Grade Level(s): 4
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Computers for Students,
Internet Connection, LCD Projector, Overhead
Projector, Microsoft Office
Freely Available: Yes
Keywords: figurative language, simile, metaphor, Owl Moon, Jane Yolan, revising, narrative
Instructional Design Framework(s): Direct Instruction, Writing to Learn
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
SimileMetaphor Narrative Writing Checklist.docx
SimileMetaphor Organizer.pdf
SimileMetaphor Presentation Rubric.docx
SimilesMetaphors Narrative Writing Rubric.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Utilizing the text Owl Moon by Jane Yolen, students will demonstrate an understanding of simple similes and metaphors.
Students will be able to distinguish between the literal and non-literal meanings of simple similes and metaphors in context.
Students will use similes and metaphors in a student created narrative.
Students will be able to report on a topic, using descriptive details to support the topic, and speaking clearly to be understood.
Students will be able to self and peer edit their narrative writing.
Students will be able to use publishing software with guidance from the teacher to publish their writing.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students need a basic understanding of literal and non-literal meanings.
Students should know how to work with a partner or in a group.
Students should know how to respond to prompts or questions in a journal.
Students should know how to respond in front of a group.
Students should know how to make revisions, using a checklist provided by the teacher, to a narrative piece of writing.
Guiding Questions: What are the guiding questions for this lesson?
page 1 of 4 1. How can you determine the literal and non-literal meaning of words or phrases?
2. What is the difference between the literal and non-literal meaning of words or phrases?
3. What does adding figurative language do for your writing?
4. What is a simile?
5. What is a metaphor?
Teaching Phase: How will the teacher present the concept or skill to students?
Hook: Play video of Simile Song: Simile Song
Introducing/Reviewing the Concept:
1. Show students the Simile and Metaphor Video.
2. After the video, ask a few students to share aloud answers to two of the guiding questions for this lesson: What is a simile? What is a metaphor? Ask the class how
confident they feel about knowing what a simile or metaphor is. Check for student understanding using your preferred method. Examples might include: Thumbs up
(Understand), Thumb sideways (Somewhat understand), Thumbs down (Do not understand). If widespread confusion is shown, provide remediation to the whole
class on similes and metaphors before moving on with the lesson. If only a small group illustrates confusion, the teacher can provide additional support to those
students during the activities that will follow.
3. Ask students the following guiding questions:
How can you determine the literal and non-literal meaning of words or phrases?
What is the difference between the literal and non-literal meaning of words or phrases?
Discuss student responses and provide feedback and clarification as needed.
4. Read aloud Owl Moon by Jane Yolen (Lexile 630).
Read page one of the book aloud highlighting similes and metaphors as you read.
Write the following simile from the book onto chart paper, on the board, or display with a projector or document camera:
The trees stood still as giant statues.
Model how to determine the literal and non-literal meaning of the simile.
The phrase is literally saying that the character saw a forest of giants.
Can this be right?
Since I know giants are really large, then I can assume that the trees must have been very tall.
5. Write this metaphor on chart paper, on the board, or display with projector or document camera:
She is a dog when she eats.
6. Model how to determine the literal and non-literal meaning of the metaphor.
Does this mean that she turns into a dog when she eats?
This can't be correct.
Since I know that dogs often eat very fast and make big messes, then I can assume that she must be eating very fast and making a big mess.
Teacher note: Use caution when viewing videos from YouTube. Some advertisements are not appropriate.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Write the following simile and metaphor on the board:
And the moon was so bright the sky seemed to shine.
Somewhere behind us a train whistle blew, long and low, like a sad, sad song.
2. Have students determine if the phrases are a simile or metaphor.
3. Have a different student discuss the literal meaning of each.
4. Choose different students discuss the non-literal meaning.
5. Continue to read aloud the next few pages of Owl Moon, having students point out additional similes and metaphors, pausing to discuss the literal and non-literal
meanings with their group or elbow partner.
6. Finish reading the remainder of the book adding the similes and metaphors found in the book on the chart or board (do not discuss these yet).
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. Have each student choose one of the similes and metaphors found from the remainder of the story and write in their journals.
2. Students will write the literal and non-literal meaning.
3. Teacher will circulate around the room checking for individual students' understanding.
4. Assign each student a different simile or metaphor from the reading (or any other appropriate simile or metaphor). See text resource: Lists of Similes and
Metaphors
5. Students will complete graphic organizer to illustrate the literal meaning and write the non-literal meaning.
6. Students will present their assigned simile or metaphor to the class, describing their literal illustration and the non-literal meaning. Teachers will use the rubric
provided to assess students' presentations.
7. Students will take a student created narrative piece of writing they have drafted prior to this lesson and incorporate a combination of 5 similes and metaphors into
their narrative. (If students do not have a narrative piece of writing they have done prior to this lesson, please see the extensions section for narrative prompt ideas
that students could use to write a narrative.) Students will self edit using attached checklist.
8. Students will meet with partner to peer edit using the checklist. The teacher should monitor peers to make sure all partner groups are working cooperatively and
staying on task.
9. Students will rewrite final copy of story to submit for teacher approval.
10. With guidance and final approval from the teacher, students will publish their final story using Microsoft Word or other publishing software.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
With assistance from the teacher, students will post their published writing on the classroom writing wall or other centralized location for their classmates and visitors to
enjoy.
An additional idea could be having an author's chair allowing students to share their stories. As the students read aloud their stories, the class can try to find the similes
and metaphors they used.
page 2 of 4 Also, the teacher can have students discuss the guiding question: What does adding figurative language do for your writing?
Summative Assessment
Narrative story using similes and metaphors: Students will choose a previously written narrative story to revise by adding similes and metaphors for more
description. Students will use a combination of at least 5 similes and metaphors. Students will use a writing checklist to personally and peer edit their writing to prepare
for publication. With assistance, students will use a word processing program to publish their story.
Please see the attached rubric to evaluate the students' final draft of their story.
Formative Assessment
Journal Entry: During guided reading, students will choose a simile and metaphor from a list provided by the teacher - see link to resource. Students will write both
the literal and non-literal meaning and will then circulate around the room to check for individual student understanding.
Graphic organizer completion and presentation: During the independent practice, students will complete the provided graphic organizer stating their assigned
simile or metaphor, illustrating the literal meaning and writing the non-literal meaning. The student will then present their organizer to the class. The teacher will then
provide feedback to assist with misconceptions as needed. The teacher will assess student presentations with the attached Simile-Metaphor Oral Presentation Rubric.
Feedback to Students
Students will be given continual verbal feedback throughout the lesson. The teacher will model additional similes or metaphors depending upon the level of
understanding (one-on-one, small group, or whole group). The teacher will provide feedback to oral presentation using the provided rubric.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
The teacher will work one-on-one with struggling readers to help them decipher the literal or non-literal meaning of similes and metaphors.
The teacher can provide students will a lower Lexile book containing similes and metaphors.
If a student is a struggling writer, the student may dictate their journal entries or work one-on-one with the teacher as they revise their narrative.
If students are having trouble creating their own original similes and metaphors to incorporate into their narrative, the teacher could provide some similes and
metaphors from the attached list provided in the independent practice section. Students could then work to place these appropriately within their story.
Extensions:
Students can use more than the required 5 similes and metaphors as they revise their narrative.
Students can be provided with a higher Lexile book containing similes and metaphors. They could identify the similes and metaphors and explain the literal and
nonliteral meanings.
Using one of the following prompts students can write a narrative story (real or make-believe) using similes and metaphors.
Write a story (real or make-believe) about a day at the beach, the zoo, or a theme park. Be sure to include a combination of at least 5 similes or metaphors.
Write a story (real or make-believe) about attending a birthday or another type of party. Be sure to include a combination of at least 5 similes or metaphors.
Teacher could provide any other prompt which would be conducive for descriptive writing.
Suggested Technology: Document Camera, Computer for Presenter, Computers for Students, Internet Connection, LCD Projector, Overhead Projector, Microsoft
Office
Special Materials Needed:
Reading/Writing Journals
Writing bulletin board or other area to display writing
Further Recommendations: Additional books which could be used in lieu of Owl Moon:
The Little Island
Margaret Wise Brown
Lexile: 590
White Snow, Bright Snow
Alvin Tresselt, Roger Duvoisin
Lexile: 870
Skin Like Milk, Hair of Silk
Brian P. Cleary
Lexile: 560
Additional Information/Instructions
By Author/Submitter
This lesson addresses subpart A of LAFS.4.L.2.3. This lesson addresses subpart A for LAFS.4.L.3.5.
SOURCE AND ACCESS INFORMATION
Contributed by: Ami Shroyer
Name of Author/Source: Ami Shroyer
District/Organization of Contributor(s): Seminole
Is this Resource freely Available? Yes
page 3 of 4 Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.4.L.2.3:
LAFS.4.L.3.5:
LAFS.4.SL.2.4:
LAFS.4.W.2.5:
LAFS.4.W.2.6:
Description
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely.
b. Choose punctuation for effect.
c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal
discourse is appropriate (e.g., small-group discussion).
Demonstrate understanding of word relationships, and nuances in word meanings.
a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but
not identical meanings (synonyms).
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and
relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and
editing.
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as
well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum
of one page in a single sitting.
page 4 of 4