UNLV/Department of Teaching & Learning
Elementary Lesson Plan Template
UNLV Student: Jordyn Leal PSMT Name: Mrs. Lysne
Lesson Plan There’s Only One You Lesson Plan Topic: Writing
Title:
Date: 08/11/2023 Estimated Time: 45-50 min
Grade Level: 5th School Site: Doral Academy
Saddle
1.State Standard(s): L5.5a Interpret figurative language, including similes and metaphors,
in context.
W.5.5 With guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach
2. Teaching Model(s): Direct Instruction
2.Objective(s): SWBAT write two paragraphs about themselves and their favorite things.
SWBAT draw a self-portrait that shows their external and internal traits.
4. Materials and Technology Resources
Markers
Colored Pencils
Pencils
Newline Board
Computer
Power Point
Writing Notebooks
Loose Leaf Paper
5. Instructional Procedures:
a. Motivation/Engagement:
Showing Objectives: After I establish the time, I will verbally read to the class
from my PowerPoint what standards will be met during this unit and what their
objectives are.
Hook: Teacher says:
o What makes you, you?
o What is your favorite thing about yourself?
o Start to review what figurative language is and some examples to use in
their writing for this project.
*For this project, I will only review similes and metaphors.
Link: These lessons links to their previous knowledge, learning, and lessons
because, in 4th grade, students should have learned standard L.4.5 Demonstrate
understanding of figurative language, word relationships, and nuances in word
meanings.
b. Developmental Activities or Learning Experiences:
State how: It is important to use figurative language in their writing because it
brings the story to life and shows the readers what the author wants them to
experience when reading their writing. Similes and metaphors help us as writers
accomplish this. Some examples of similes and metaphors I will present to my
students are:
I will preface the lesson by stating how this is technically this is an
informal personal narrative because of the length.
o My nose is as small as a button.
o My hair is as rich and brown as Nutella.
o Your eyes are as blue as the ocean.
o Your hair is golden like the sun.
o You have a heart of gold.
o My sister is my better half.
Time Estimate: Introduction/PowerPoint 10-15 min
Independent Writing/Revising 20-25 min
Lemov Technique #3
o Delivery: Who is the lesson for? We must decide how students will
participate, and who? It is important to plan whom to call on. Just making
note of students who have mastered the lesson, students who kind of get
it, and students who are lost will determine who I call on.
o Time Management: Properly manage time to allow for discussions and
questions that are a priority during the lesson. It is helpful to write notes
on the side to remind myself to pause for a Stop and Jot, instead of saying
“Oops we ran out of time.”
o Back-Pocket Questions: Questions I can fall back on during a lesson
when my original questions didn’t take well the first time. It can help to
write these beforehand so it’s easier to plan, rather than on the spot.
During this lesson, I will be tapping in on their previous knowledge of
internal/external traits and similes/metaphors along with the revising process.
o What is an internal trait? (Level 1)
o What is an external trait? (Level 1)
o What is a simile? (Level 1)
o What is a metaphor? (Level 1)
o Can you describe your internal and external traits? (Level 2)
o What are examples of similes and metaphors? (Level 3)
o Why do we use them in our writing? (Level 3)
o What is the difference between internal and external? (Level 4)
o How can you revise your paper using similes and metaphors? (Level
5)
o Why is it important to use similes and metaphors when writing?
(Level 6)
o Do you agree that figurative language is important when writing?
(Level 6)
o What is most important? Our internal or external traits? (Level 6)
After this I will lead them into what the revising process look like as I revise my
two paragraphs to show them how to add similes and metaphors in their own
writing.
c. Closure: Once students are done revising their rough draft they will begin their final
draft on loose-leaf paper.
d. Extension: If the lesson finishes early I will have the student confirm their rough draft is
complete, I’ll look it over and if I feel it is complete then they can begin their final draft.
6. Accommodations, Modifications, and Differentiations for Diverse Learners:
Accommodations: For my student(s) with a 504, partner them with another
student that would be a great mentor for the activity to help guide him.
Modifications: If the activity was too challenging for students, I would provide
them with sentence starters and/or allow them to write one paragraph instead of
two.
Differentiation: Providing students that need sentence starters with different
levels of starters.
7. Assessment and Evaluation of Learning:
a. Formative:
Mastery checklist: walk around during the activity to see which students are masters of the
subject and areas of improvement
b. Summative: N/A
8. Homework Assignment: No homework is necessary, because they will only be working on
this assignment in class.
9. Reflection: TBD
a. Strengths:
b. Concerns:
c. Insights
