CEP Lesson Plan Form

Teacher: Sarah Dalke and Maureen Ryerson Date: 2/11/19 Lesson #: 4

School: Shepardson Stem Elementary Grade Level: Third Content Area: Literacy

Lesson Idea/Topic and Introduce students to similes and have them practice finding them and
Rational/Relevance: creating them.
Student Profile: There are two major groups of students during this kind of activity in
this class. One group will grasp the concept quickly will finish the
assignment relatively fast. The second group will take longer to grasp
the concept and may have trouble accessing the text.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
3RWC- 2.1- Strategies are needed to make meaning of various types of literary genres
3RWC- 2.2- Comprehension strategies are necessary when reading informal or persuasive text
3RWC- 2.3- Increasing word understanding, word use, and word relationships increases vocabulary

Understandings: (Big Ideas)

Students will learn what a simile is.
Students will understand why similes are used in writing.
Students will be able to create their own similes.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
Why do writers use similes and figurative language in their writing?
How do similes activate our senses and imaginations?
In what types of writing do you think writers may incorporate similes?
What is the authors purpose when writing a piece with similes?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student voice)
I can: Listen and participate in the learning about what a simile is.
This means: I can come up with examples of what the sneeze sounds like.
I can: Find similes in the text.
This means: I will work with a partner to find examples of similes in our poems.
I can: Create my own similes.
This means: I can use my prior knowledge to come up with my own similes to share.
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CEP Lesson Plan Form

List of Assessments: (Write the number of the learning targets associated with each assessment)
• Simile highlighting and creation.
• Class participation
• Observations

Planned Lesson Activities

Name and Purpose of Lesson Figurative language/ Similes: comprehending and creating types of figurative language.

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson? Yes One Teach one Facilitate
_X_ No ___ Why did you choose this model(s) and what are the teachers’ roles?
I will be leading the activity. Mrs. Ryerson will walk around and help monitor progress.
She will also help scaffold students who need additional help.
Approx. Time and Materials I will introduce similes: 5 mins
Brainstorm similes as a class: 5 minutes
Read and find similes in poem hand outs: 10 mins
Create similes on their own: 5-10 minutes
Anticipatory Set The strategy I intend to use is: Questioning
I am using this strategy here because: Get children interested while relating material to
their lives.

Procedures The strategy I intend to use is: Guided

I am using this strategy here because: I am introducing the students to a new topic.

Teacher Actions Student Actions Data Collected

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CEP Lesson Plan Form
Write simile and definition Glue definition into
on the board notebook

Sneeze obnoxiously and Brainstorm as a class what it Are the ideas being provided
write Mrs. Dalke’s sneeze may sound like on track?
sounds like… on the board

Ask students about how

similes impact our senses/ Participate in the discussion Who is raising their hand
imagination and participating?

Pass out poems and instruct Work with partner to find

students to find the similes similes Are students able to find
them on their own?

Have students create their

own similes in writers Use creativity to come up
notebook with similes Are students engaged and
can they accurately create
similes
Ask students when and why
an author may use a simile Participate in the discussion

Give ticket out

Create a simile and post the
sticky
Can students create a simile

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CEP Lesson Plan Form
Closure The strategy I intend to use is: Ask questions
I am using this strategy here because: Remind the children of what they will be learning
about before sending them off to work independently.

Content Process Product Environment

Differentiation Different poems Read poems to Write on the

Modifications: for different students who board for
gorups need reading children who
support need help
remembering
vocabulary
Extensions: Create more
examples of
similes

How can you

make them
more
descriptive?

Assessment I will be walking around and informally observing students during work time to check
their understanding. I will also be listening and watching for which students can actively
engage and participate. Our ticket out will give a more formal final assessment.

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 Post Lesson Reflection
1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if you were to teach it again? Were
there additional co-teaching strategies used during the lesson not planned for initially? Please explain.

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 Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of importance to your students? How is it
relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities? Giftedness? Alternative ways of learning?
Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to accomplish through this lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel teaching,
Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the teacher to relate the experiences of
the students to the objectives of the lesson, To put students into a receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they arrive to the minute they leave
your classroom. Indicate the length of each segment of the lesson. List actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice

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 o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to
help students bring things together in their own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s
move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they can be successful? To extend: If the
activity is too easy for a child, how will you extend it to develop their emerging skills? What observational assessment data did you collect to
support differentiated instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description of what you were looking for
in each assessment. How do you anticipate assessment data will inform your instruction?

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