Flipped Lesson - SM

Flipped Lesson: Similes and Metaphors
Purpose/rationale: The regular 7th grade English class has been working on figurative language
unit. The students write often but are struggling to write descriptively; this unit on figurative
language is to help the students progress in that area of writing. Figurative language is extremely
important to learn because it strengthens writing; knowing how to use figurative language
properly will be imperative in the years following. We started the unit a week ago and are
learning a couple different elements of figurative language at a time so the students have time
practicing using them and seeing them applied in published work. For homework last night, the
students watched a video I created, Similes and Metaphors Ms. Robles, on YouTube. I chose to
do this particular assignment as a flipped lesson because the activity is so hands on I think its
important for me to be there while the students complete it. In this video, I define both similes
and metaphors and give examples of both. Today, the students will create similes and metaphors
about colors. They will be given two paint chips that have 4 shades of the same color and will
have to create two similes and two metaphors for each paint chip. This will help them recognize
how many different ways a write can describe just one color to better paint a picture for his/her
audience. This activity is practice for tomorrows lesson, in which they will receive a past writing
and will have to rewrite it using similes and metaphors.
LAFS.7.L.3.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
LAFS.7.W.1.3 Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
Objectives:
Students Will Be Able To:
Recall the definition of simile and of metaphor
Distinguish between a simile and a metaphor
Materials:
Teacher:
o Paint chips in different colors, 38 2 per student
o White Board/Markers
o Permanent Markers
o Previous year example
Students:
o Have watched the video assigned for homework
o Journals
o Pen/Pencil
Anticipatory set:
The students will come in and free-write in their journals. This will be written on the board.
Teaching Strategy/Procedure/Activity:
Time
Student is doing
Teacher is doing
10 minutes
Writing in his/her journal.

He/she knows, he/she is not to
stop writing until time is up,
having completed multiple
free-writes before.
Reminding students they have

a free-write. She has already
written this on the board. She
reminds them that as perusual, they should not stop
writing until she calls time.
While the students are writing,
she is also writing.
5 minutes
Actively participating in the

class discussion. If classmates
have written similes and
metaphors, he/she is listening
to said classmate share their
example.
Asks students if anyone

happen to use similes and
metaphors if they did, is
anyone willing to share? She
only picks on students who are
comfortable sharing. She
applauds a job well done and
thanks students for sharing.
She tells students its okay if
they didnt use similes and
metaphors because she didnt
specify that, she was only
looking to see if anyone
happen to do so.
4 minutes
Listening to the teacher

explain the upcoming
assignment. If he/she has any
questions, he/she should ask
them at the end of the
explanation.
Describing the upcoming

assignment. She tells them
they will each get 2 paint
chips that each have 4 shades
of one color. On each paint
chip they are to come up with
2 similes and 2 metaphors to
describe the colors they get.
While doing this she gives a
bunch to the people in the
front row and tells them to
take two (different colors) and
pass it back. She does the
same with permanent markers

but tells them to only take one.
She shows an example from
the past year. She takes any
questions students may have.
25 minutes
Completing the assignment.

He/she has 2 paint chips and is
using similes and metaphors to
describe the colors he/she has.
He/she may talk to his/her
neighbors as long as the
volume in the classroom stays
low. He/she raises his/her hand
if he/she has any questions.
Walking around making sure

everyone is on task. She
allows the students to talk to
their neighbors while working.
As the class volume rises, she
reminds students to bring it
down. While walking around,
she is looking at the similes
and metaphors students have
come up with. As she finds
interesting ones, she discusses
them with the writer. She
answers students questions as
they are posed. However she
doesnt come up with the
similes and metaphors for the
students.
6 minutes
Sharing his/her favorite

simile/metaphor, as
comfortable. If he/she is not
sharing, he/she is being
respectful of the student
sharing.
Asking a few students, who

offer, to share their favorite
simile and/or metaphor. She
rewards a job well done. She
makes sure other students are
being respectful. She explains
that they just found 4 ways to
describe one color, using
similes and metaphors
imagine what these two pieces
of figurative language could
do to their writing. She tells
the students to write their
names on the back of both
paint chips and turn them in as
the walk out of class.
Summary/Closure:
A few students will share the similes and metaphors they have come up with.
Assessment:
Formal assessment:
o Paint Chips: I will be looking for 4 different examples of similes and 4 different
examples of metaphors, used correctly.
Informal assessment:
o Questions & Walking around: I will take mental note of the questions being asked
by the students throughout the assignment. I will also take mental note of the
examples I see while walking around and the discussions I have with students
about their work.
Homework/follow-up assignment:
None
Accommodations/adaptations:
Herbert Millner (M) - ADHD - He will have preferential seating. He will also get a quick
tap on his desk if seen off task. If he needs to get up and move around for a second, he
will get up to sharpen their pencil or throw something out, as to not distract the rest of the
students.
Paten Vander (F) - Speech impairment She will be given ample time to respond to
questions. She should not be called upon unless she raises her hand, as to not make her
feel uncomfortable if she doesnt want to speak out loud.
Lya Gross (F) - Mild dyslexia She is allowed to use a spell-checking device and may
always call the teacher over to ask how to spell something. She is given extra time to
read.
Oliver Fore (M)- Mild autism He sits next to a student he is comfortable with and may
ask the student questions, as both students have agreed. He is given a schedule at the
beginning of each week of what the week will look like.
ELL students will have access to a dictionary and translator as needed. They will get
paired with a bilingual student, as both parties have previously agreed.
Students on reduced lunch were notified about the assignment a week in advance to give
them time to either go to the public library or the school library. If they werent able to
visit either library, theyve also been given the opportunity to come to my classroom
during lunch, other class period (with pass from teacher), and/or before/after school to
use the computer.
Attachments/Appendices:
Appendix A: Previous Year Example
Plan B:
If the students are finishing their paint chips earlier than example, I will ask them to pull out their
free-writes from the beginning of the class and find ways to include similes and metaphors in
their writing. This will allow the students to see how greatly the usage of similes and metaphors
can affect their work. If the students are taking longer than expected to finish their paint chips, I
will allow them to take them home and finish them for homework.
Resources:
Similes and Metaphors Ms. Robles: http://youtu.be/WIgGFqFrpuc?hd=1
Paint Chip Idea: https://www.pinterest.com/pin/189151253072292404/
Appendix A: Previous year example

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Flipped Lesson: Similes and Metaphors

Writing in his/her journal.

Reminding students they have

Actively participating in the

Asks students if anyone

Listening to the teacher

Describing the upcoming

same with permanent markers

Completing the assignment.

Walking around making sure

Sharing his/her favorite

Asking a few students, who

Appendix A: Previous Year Example

Appendix A: Previous year example

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