1. Katherine Bailey Mini-Lesson Plan 2 EDN340
November 8, 2011
Lesson Plan: Similes in Poetry and Writing
Children’s assessed need: Students need to comprehend what a simile is and create similes of
their own. Through the understanding of similes students will be able identify ways to use
similes in the writing of poetry and informative pieces such as newspaper articles.
Grade level: 5th Grade
Common Core Standard- RL.5.4. Determine the meaning of words and phrases as they are
used in a text, including figurative language such as metaphors and similes
Measurable objective –The learner will write similes of their own that draw on personal
experience or interests.
Evaluation/assessment: I will assess the students writing to ensure that they have used “like, as,
or than” and the students are comparing words that only have on similarity
Materials and time required
Teacher:
Casey at the Bat poem by Ernest Lawrence Thayer
Over head projector
White board
Black and Colored dry erase markers
Student:
Clipboards
Paper
Pen/pencil
Time
Time for mini-lesson: 15 minutes (teacher)
Time for independent work/group sharing: 20 minutes (students, if they finish
independent work early the students may split into groups)
Closure/Reflection/Whole class sharing: 10 minutes
Total time: 45 minutes
Differentiation: To make this more challenging for some student I will have them create two or
more similes that convey the same idea and two or more that convey an opposite idea. To make
this easier for students I will ask them to explain create a simile by giving them an example and a
cue. For ELL students in the class I will ensure that they understand the meanings of the words
they are using to create their similes
Room Set-up & Management Strategies: The students will all gather on the rug in a semi-
circle so all students have a clear of the text displayed on the whiteboard and the anchor charts
being created on the whiteboard as well. The students will be seated on the rug as I read the list
of words that are displayed on the over head and remained seated as we discuss similes and
create our chart on the whiteboard. When the mini-lesson is over the students will return to their

2. Katherine Bailey Mini-Lesson Plan 2 EDN340
November 8, 2011
desks to work on their writing piece and may return to the rug or other areas of the classroom, so
as to not be disruptive to the students still working at their desks, to work in small groups of two
to three to share their writing.
The Mini Lesson:
Title of Literature used: Casey at the Bat poem by Ernest Lawrence Thayer
Engage: With the simile “From the benches, black with people, there went up a muffled
roar, Like the beating of the storm-waves on a stern and distant shore” displayed on the
overhead projector, I will read the simile from the Casey at the Bat poem. I will ask the
class if they can explain what the author of the poem was trying to say with this part of
the poem. I will then ask them why they think he compared the people in the benches
with the waves of a storm. After listening to their answers I will ask the class if anyone
know what it is called when you use the words like, as, or than to compare two things. If
a student offers the answer of a simile I will ask them “What is a simile?” I will ask a few
more students what a simile is and look for an answer that is closely related to the
definition: A figure of speech involving the comparison of one thing with another thing
of a different kind, (e.g., as brave as a lion).The use of such a method of comparison.
At this point I display “A strike out is as embarrassing as
_______”, and “A home run is spectacular like_________” on the
overhead and use an example of my own for each one “A strike out
is as embarrassing as tripping up the steps” and “A home run is
spectacular like acing a test”. I will then ask for a few volunteers
to use the above phrases to tell us their similes.
I will start a chart on the whiteboard and provide a few starting
points such as bird/plane, anger/volcano, and ball/orange and also
explain that words that convey feeling, emotion or describe
something can work well in similes.
I will ask the students for more words they can use to create
similes and have them brain storm them and I will write on the
chart as they come up with the words. During this brainstorming
time I will also add words that will work well in similes to the
chart.
Once the lists are developed I will use the words I gave: bird/plane,
anger/volcano, ball/orange and model similes for them:
o The plane flies like a bird through the blue skies.
o His anger exploded like a volcano.
o The orange was as round as a ball.
 Explore: “Now that you have seen my examples of a simile use one of the words I
did and jot down a simile on your paper on your clipboard”
 Explain: “Who can tell me why writers use similes in their writing?”
I will look for answers such as: to make the writing more
interesting, to make the reader think more about the topic, to create
more of an impact. If the students do not give answers that are
valid I will prompt them by asking: when you read the metaphor in

3. Katherine Bailey Mini-Lesson Plan 2 EDN340
November 8, 2011
the Casey at the Bat poem how did you feel? Do you think you
would have felt the same if the author simply said “the fans in the
bleachers were very loud?”
Does anyone know any common similes that are used?
If I have no answers I will provide a few prompts such as „big as a
house', 'sly as a fox' and 'quiet as a mouse‟
 Elaborate: “Now you are going to explore creating your own simile using the words
we have on the chart. Remember a simile is when you compare two things that are
unrelated using like, as or than. Everyone take a few moments to look at the chart we
have created and then carefully think about those words to create three similes of your
own. You may draw on personal experience or your own interests but make sure you
remember the guidelines for writing similes” I will have the students work
independently and if there are students that are stuck I will give them a few prompts
that may help them: Katie had been working all day in the summer sun- use a simile
to show how Katie was feeling. Or George has been working at the same automobile
factory six days a week, ten hours a day, for the past twelve years- use a simile to
show how worn out George may be feeling. When you are finished creating your
similes you may split into groups of two or three find a quiet area that will not
interfere with the students that are still working on their writing and share what you
have written with each other. Remember, when you are sharing help each other, if
some has something written that is not a simile help them to identify why it is not and
give them ideas on how they can make it into a simile.
 Closure/student reflection: “How was that writing your own similes? Does anyone
want to share a short part of what you have written?”
Allow the students to share at this time with the whole class
Who can tell me why they think it is important for authors to
be able to use similes?
 Have the students turn in their similes.

4. Katherine Bailey Mini-Lesson Plan 2 EDN340
November 8, 2011
Reflection 1 (after tutoring)
After completing this mini lesson and the previous mini lesson with my tutee I can
see how mini lessons are so important and useful when teaching. There are many
lessons in language arts that would be served well by doing a mini lesson. I think that
by taking the time to develop a mini lesson that has an impact is more beneficial than
creating a long lesson where the students will have the possibility of losing focus. The
most important thing to do when teaching any subject matter is to keep the students
engaged. Mini lessons offer this engagement because the students don‟t have the
time to lose focus.
I know that mini lessons work well for my tutee because he gets distracted easily by
both visual and auditory stimuli. Throughout my tutoring session I have learned that
it is best to use information that the students can form a connection to and Gavin has
been interested in sports so that is what we have worked with. By allowing students
to create their own similes by drawing on their own experiences or something that is
personal to them provides a more authentic learning experience.
I do not think I would expand upon this lesson because I think the students had
enough time working with similes. I would however refer back to the lesson when
working with metaphors or discussion authors craft and writing style.

5. Katherine Bailey Mini-Lesson Plan 2 EDN340
November 8, 2011
Reflections #2 (after observing video and group comments)
The process of planning and utilizing a mini-lesson is a wonderful tool that has helped me to
discover and understand the importance of not only teaching a lesson but making an impact with
the lesson that will result in a more enriching and meaningful learning experience. I also
appreciate the feedback that I received from my peers but I would have like more constructive
criticism. I work well when people give me concrete ideas on which I can improve my work.
After watching the videotaped session of my tutee I feel that are a few changes that could have
been made to make the session more beneficial. First I would have change out location if at all
possible, especially on this day. One of the suggestions given by my peers was to change room
arrangement and I completely agree, unfortunately we do not have many options available to us.
My tutee was very distracted by the weather. Regrettably the only time we can use another room
in place of the work room is when the library is not occupied, and that is rare. We have tried
other locations such as the floor of the computer lab but this proves to be too much distraction
for Gavin.
I think the lesson went okay and he grasped the concept of similes but I would have liked him to
spread out the usage of them more to something not sports related. I understand he is very
interested in sports and that is great; however, I just wanted him to be able to make other
connections as well. In most of the lesson I have had with Gavin I use a sports them in one way
or another because I have been tailoring the tutoring to his interests to keep him engaged. At the
same time I try to have him draw connections to other areas of life so the learning can become
more meaningful to him.

6. Katherine Bailey Mini-Lesson Plan 2 EDN340
November 8, 2011
Having Gavin write down his similes is a great idea and I think that would have been a great tool
to keep him focused on the task. I had not planned on him writing though because that is an area
where he needs improvement on his writing stamina and later in the session he started a rough
draft that documented the poem “Casey at the Bat” in the form of a newspaper article. If I were
to do this again with Gavin I would have him write his similes down and then in another session
work on the rough draft for his newspaper article.

7. Katherine Bailey Mini-Lesson Plan 2 EDN340
November 8, 2011
Rubric for Lesson Plans
Criteria: Print one for each lesson plan
Exceptional: goes Average: meets Developing
beyond the criteria
expectations
Lesson objective is focused (one skill) 4.5-5 4 3-3.5
and measurable (states what is 4.5
required to accomplish this skill)
Lesson based on a Common Core 4.5-5 4 3-3.5
standard—and specific objective 5
Lesson plan indicated why this lesson 4.5-5 4 3-3.5
is important to teach to this child 5
based on assessment data –Why are
you teaching the lesson?
Lesson plan is an inquiry lesson— 4.5-5 4 3-3.5
questions you will are indicated rather 5
than students being told (avoids
yes/no questions)
Questions and probes are listed 4.5-5 4 3-3.5
4.5
Well thought out lesson; sequence of 4.5 4 3-3.5
lesson makes sense and relates 4.5
directly to the objective.
Carefully edited plan 4.5-5 4 3-3.5
4
All parts of the lesson plan are 4.5-5 4 3-3.5
included and fit the descriptions of 5
each of the E’s
Lesson begins with literature that has 4.5-5 4 3-3.5
already been read to child or is very 5
short such as a poem.
Lesson plan has the potential to have 4.5-5 4 3-3.5
a high impact on students and 4
teaches a NEW skill
Lesson closure has students evaluate 4.5-5 4 3-3.5
what they now know. 4
Reflection (both lessons) 4.5-5 4 3-3.5
(For lesson 2 only, [1] write a 4.5
reflection after you have watched your
video; ask questions; [2] re-reflect
after group conference);
Video tape of lesson that must open Lesson 2 only
when I open it in discussion board 9-10 8 6-7
(lesson 2 only) 10
Lesson one 65
56-60=A, 51-55=B, 42-50=C
58= A
Lesson two
65-70=A, 60-64=B, 49-59=C