Lesson Plan: Writing
Grade: 4
Time: 40 minutes
Standards:
3.1.5 G. Comprehension Skills and Response to Text
12. Recognize figurative language in text (e.g. simile, metaphor, personification, alliteration).
Objective: Students will be able to define what a simile is, identify, and apply it in their writing.
Materials: Crazy like a Fox, A Simile Story by Loreen Leedy, chart paper, a marker for the chart paper, and “My Simile” handouts for each student and their pencils.
Lesson Sequence:
1. Lesson Introduction/Anticipatory Set (Engagement):
Students who are sitting quietly at their tables will be asked to report to the carpet first for the lesson.
“Boys and girls, today I am going to begin reading a book aloud by one of my favorite authors, Loreen Leedy.
2. State Objective and Purpose:
“Well by using the great work of Loreen Leedy’s book Crazy like a Fox, A Simile Story, you will learn what a simile is, be shown examples of similes, then later create similes of your own. It is important that you know how to do this because Similes make descriptions vivid, helping readers visualize what is being described.
3. Teach and Model:
Define what a simile is on chart paper “A simile is a figure of speech used to compare two different things by using the words like or as” (Leedy, 2008).
Show the example on chart paper, Rose is growing like a weed. Explain to the students that Rose isn’t actually turning into a weed but comparing her speed of growth to a weeds speed of growth.
Refer to an example in the book with using the word like and explain.
Show the example on chart paper, Joe is as hungry as a bear. Explain to the students that Joe’s appetite is being compared to a bear’s, which is very large.
Refer to an example in the book with using the word as and explain.
4. Guided Practice:
On chart paper start off a sentence by saying “Jim is as still as a _________.” Have students think of an object Jim could relate to.
Ask students to talk with their neighbors to see if they can think of a simile using the word as.
Ask for a pair to share their simile and I would then record it on the chart paper.
· On chart paper start off a sentence by saying “Julie is quick like a _______.” Have students think of an animal to compare Julie’s speed to.
Ask students to talk with their neighbors to see if they can think of a simile using the word like.
Ask for a pair to share their simile and I would then record it on the chart paper.
5. Independent Practice:
· Students will be asked to define what a simile is.
· Students will be asked what two words are used to make similes.
Students will be asked why it’s important to understand similes.
Students will be informed that they will now have the chance to work on their own similes.
Students will be informed that I expect at least four similes, two using the word like and two using the word as.
I will inform the students that their similes will be hung on the bulletin board so their handwriting must be neatly written.
Examples will remain on the chart paper for students to refer to.
Students will be asked to return to their seats and begin working.
I will monitor and conference with students to see if they comprehend what a simile is.
If students finish early than they are asked to first review their similes and then read their just right book.
Remind students of how much time is left before closure.
6. Closure:
Ask four students to share their similes. Two students using similes with the word as and two students using the word like in their similes.
“What did we learn to do today?”
· “Who can tell me what a simile is?”
“Why is it important to understand what a simile is?”
Collect simile papers
7. How will you know the lesson has been successful?
· When I confer with the students during independent practice, I will ask them to share with me their similes they have written.
· I will be able to measure the level of comprehension by collecting their simile writings.

Their Similes paper containing their four similies
