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Lesson Plan Micro

This lesson plan introduces students to figurative language through a poetry writing activity using paint chips. Students will create an anchor chart defining similes, metaphors, and personification. In groups, students will brainstorm words related to their paint chip color. Then individually, students will write a poem using figurative language to describe their paint chip color. The lesson concludes with a review of figurative language types and sharing the poems.

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187 views4 pages

Lesson Plan Micro

This lesson plan introduces students to figurative language through a poetry writing activity using paint chips. Students will create an anchor chart defining similes, metaphors, and personification. In groups, students will brainstorm words related to their paint chip color. Then individually, students will write a poem using figurative language to describe their paint chip color. The lesson concludes with a review of figurative language types and sharing the poems.

Uploaded by

api-352394564
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan Micro-Teach

Topic:
 Reading/Language Arts
 Figurative Language/Poetry

TEK(s):
6.15(B) write poems using figurative language (similes and metaphors)

Guiding Question:
What is figurative language and how can I incorporate this into writing a poem?

Content Objective:
TSW use figurative language (similes, metaphors, and personification) to write a
poem on a paint chip using the color given to them.

ELPs (Not required for my district)

Resources:
Paint chip
Anchor chart for figurative language
Pencil/markers
Brainstorm sheet

What is my instructional focus?


The focus of my lesson is to educate my students on the definition and uses of three
different aspects of figurative language. Then apply these uses to their paint chip
poetry cards.

How will you introduce your lesson?


I will begin by making an anchor chart to hang in their classroom over figurative
language such as simile, metaphor, and personification. This will allow them to look
back on examples, definitions, and pictures regarding these types of figurative
language, while doing their paint chip poetry.

What is your instructional delivery method?


Direct instruction with student engagement: While making the anchor chart, I will
guide student discussion on what figurative language aspect we are talking about. I
will allow student input on definitions, picture ideas, and examples. While doing the
anchor chart, the students will be watching and listening to me talk about each
aspect, while also putting in their ideas.

Guided Practice:
First, the students will pick their color paint chip and get in that group. The students
will work collaboratively with the same color group to fill out the brainstorming
activity sheet that is given to them (below). This will give them words that they can
use during individual practice of writing their poems.

Individual Practice:
The group will split up and go back to their individual seats to write their poem. I
will model one, with a color choice no other student has so they understand what
they are doing. We will do this as a class, and then the students will come up and
pick their paint chip. On each open line they will write a simile, metaphor, or
personification that will then turn into their poem.

Closure:
As a class, we will review the different kinds of figurative language that we used in
our poems and go over our anchor chart. I will have the students read the content
objective and guiding question. Lastly, we will share our poems with the class.
This is the brainstorm worksheet I will use:
This is an example of a paint chip poem:

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