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Year Level: 3 Essential Learnings: KLA: English Duration: 45 minutes

Date: 16th October

Words, groups of words, visual resources and images elaborate ideas and information, and portray people, characters, places, events and things in different ways.

Lesson Objective: What specific part of this broad goal does this lesson aim to develop? Students should be able to compare and contrast a metaphors figurative meaning with the literal meaning. Know and Do: By the end of the lesson what do the students need to be able to know and do Students need to know Students need to be able to The difference between and metaphor and a simile. Work in pairs That a metaphor is a poetic device and not a literal translation Complete a Venn diagram Evaluation/Monitoring and Assessment Prior Knowledge: Formative Assessment Summative Assessment Students have experience with similes and Observation and checking of written product: an understanding that writers use Did students appropriately think, pair, share figurative language to paint a visual in a their understanding of difference between simile readers mind. and metaphor Were students able to deconstruct a metaphor and demonstrate that in a Venn diagram

Teaching Strategies and Learning Steps

Orientation: 5 minutes Introducing metaphors. Teacher briefly revises previous lessons on similes reiterating why they are important for writing and introduces new topic of metaphors Enhancing: 35 minutes Introduce metaphors. Explain the difference between metaphors and similes. Give an example of a metaphor You have ants in your pants. Ask students if they can think of any other metaphors think, pair, share with the person next to them write on whiteboard. Note: this is a difficult idea for students initially, have a list of common metaphors on hand if students are struggling to come up with ideas. Once students have exhausted their knowledgeadd the remainder of the common metaphor list Students listen to the two songs. Life IS a highway and Life IS a rollercoaster. Begin the class discussion about which Key Points Organisation and Resources Whole class on the carpet Differentiation

Writers use figurative language to help readers put a picture in their mind

Students are seated to minimise behaviour issues Check for understanding through questioning of Shane, Mike, Darren, Lizzie and Ahmet Given Shane, Mike, Darren, Lizzie and Ahmets reading difficulties, music has been chosen to initially engage them in the topic as opposed to written stimulus. Shane, Mike, Darren, Lizzie and Ahmet to be given the responsibility of scribe in their pair grouping to help keep them on task.

Metaphors and similes both call attention to how two different things are similar. A simile usually uses the word like where, as a metaphor is a direct comparison. S = Your hair is like gold M = Your hair IS gold.

Whole class on the carpet list of common metaphors Songs: Life is a highway and life is a rollercoaster Venn Diagrams

metaphor students relate to and why. Model an appropriate response Have a Venn diagram drawn on the board Explain that they will be completing a Venn diagram comparing and contrasting the metaphor that most appeals to them as a pair Model how to complete the Venn (students have completed Venn diagrams previously for a number of tasks, so this should not take long) One side is the way life IS like a highway/rollercoaster, the other side is the way life IS NOT like. In the middle are the things that may or not match up with the metaphor meaning. In their table groups, move students from the floor to their desks to complete the Venn. Monitor student progress, use Blooms questioning techniques as appropriate for each pairing, and complete anecdotal notes as appropriate. Bring students attention back to the front of the room after 10 minutes. Students to share their Venn diagrams with the whole class.

I believe life is a rollercoaster because sometimes I get scared and sometimes it makes me laugh out loud.

Remembering, understanding, applying, analyzing, evaluating

Ask students to move from the floor to their desks, in their table groups. Large Venn diagrams to be placed on the students desk prior to them moving. Students to remain at their desks but need to stand when sharing

Provide additional support/scaffolding for students who require assistance understanding how to complete the Venn appropriately.

Synthesising: 5 minutes Ask students if they can tell you what is the difference between a metaphor and a simile Ask students to give an example of a metaphor. Ask students if there are any questions about todays activity Explain to students that next lesson they will be reading and writing some more metaphors Did students learn what they were supposed to? Whats next? Other Comments:

Students to remain at their desks for the questioning portion of the lesson.

If it was observed that any student during the sharing or the question time did not have a full grasp of the concept, make a note to provide extra support next lesson or a private conference to consolidate understanding.

Reflection and Adjustments

How could this lesson be improved

How were authoritative pedagogies supported?