Lesson Plan : Busy as a Bee

Teacher Name:
 Nancy Braitman
Grade:
 Grade 4
Subject:
 Language Arts

Topic:
 Creative writing, wiht emphasis on using similes TIME FRAME: 1 WEEK
Content:
 OVERVIEW: Authors often compare two unlike things to make their writing more interesting and to help readers make mental pictures. Comparisons that use the words like or as are called similes. Children can also learn to use similes in their writing to make their sentences or stories more descriptive and interesting to read.
Goals:
 The purpose of this activity is to expose students to similes and how they can be used in writing. This activity will allow students to "write" their own similes without the pressure that is often found when we ask students to write for us.
Objectives:
 OBJECTIVE(s): As a result of this activity, students will: 1. Define the term 'simile'. 2. Write their own similes using the words as or like. 3. Work cooperatively to write similes. 4. Write stories that will include similes. 5. Illustrate picture books that contain similes.
Materials:
 RESOURCES/MATERIALS NEEDED: "Quick as a Cricket" by Don Woods "The Reading Teacher's Book of Lists" crayons drawing paper writing paper.
Introduction:
 Introduce similes to students by writing the word boy on the chalkboard. Tell the class you want to describe a boy. ( Not necessarily a boy in class). B. Write descriptions that the class might suggest under the word boy. Ask questions such as "how big?" or "What shade of blue?" to any descriptions that are given. This will be the beginning of simile writing. C. After descriptions have been made, tell the class to compare their descriptions to things that are unlike. Example: "Eyes are brown as chocolate." Continue to do this until all the descriptions have been compared.
Development:
 Read: "Quick As A Cricket", by Don Woods to the class. Discuss how the things compared are alike or unlike. F. Break up the class into groups of three. Pass out sheets of paper that have been prefolded into thirds. Each child in the group will have a special writing job. Child One will write a short subject that includes a linking verb. Child Two will write a simile in the second column (without looking at Column One). Child Three will write a phrase telling how, when, where, or why. When the three columns are read together, some very humorous sentences will have been formed.
Practice:
 Draw pictures of the similes for homework. H. Have students play charades, acting out the simile. I. Have students read a sentence from a book, which does not contain a simile. Ask students to raise their hands when they come up with a simile. J. Have a hat with strips of paper that have sentences that do not contain similes. Ask students to pick one and then have them write a simile for that sentence. K. Have students sit in a circle. Each student has either a start of a sentence or the end, containing a simile. One person, with a starting sentence has a ball, and throws it to the simile of his or her choice, while saying the complete sentence. Example: The tall boy's hair is / as thick as a rug / when he runs. Continue to do this activity until each child has had a chance to write in all three columns. Students will enjoy reading their sentences. L. Students will write short stories for younger children using similes in their sentences. After proofreading and final copies have been done, students will illustrate their stories. M. Have Story Time where the students can read their stories to younger children. N. The class will come up with twenty similes and then will insert them where the underlines are in the story/
Accommodations:
 ACCOMODATIONS Graphic Organizers Character Traits Graphic Organizer Who, What, When, Where and Why Graphics Organizer Characters, Problem, Solution Graphic Organizer Chain of Events Graphic Organizer Venn Diagram Dictionary for spell checks Thesaurus to help with descriptive writing
Checking For Understanding:
 1) Use practice sheets with similes to assess understanding - see attached for one practice sheet. 2) Ask the students to complete a checklist, when turning in assignment, to insure that they have fulfilled all the requirements. 3) Have the students complete a self-evaluation 4) Have the students do a talk aloud to explain their work 5) Have the students enter their perspectives on this project, within an-ongoing response journal
Closure:
 Have student's work displayed in the library, and out for display in classroom during parent teacher conferences.
Evaluation:
 The level of participation, willingness to work together, and quality of final project (essays) will help to determine the success of this unit.
Teacher Reflections:
 

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