Temperament+Style+Lesson

Subject: 7th Grade Reading Topic: Similes and Metaphors Time: Two Class Period Overview: Students will be able to define simile and metaphor as well as show the difference between similes and metaphors. Procedure:  1. Each student will be given two small Dixie cups; one with marshmallows one with M&Ms.(SP-surprises) (Tactual)  2. The students will be given a Venn diagram and be asked to compare and contrast the two items. (Compare and Contrast)  3. Students will meet with a partner to discuss the comparisons and debate any questionable answers with that partner. Once questions are answered they will record answers on the board.(NT-debates)(Auditory)  4. Students will be asked of what else a marshmallow reminds them. Answers will be discussed and recorded on the board.  5. The teacher will use students' answers and form a simile.  6. The teacher will then introduce the definition of a simile. (SJ-lecture) (Conceptualize)  7. The students will be given several examples of simile and asked to identify what is being compared.  8. The student will be given examples of how the language is used in literature by reading the examples on the Overhead and reading from the literature book.(SJ-repetition)  9. Students will listen to several examples from a CD of how simile is used in the music they listen to today. (SP-audio/visual)  10. Students will be given a copy of a song and asked to identify similes and meaning.  11. The students will be given an opportunity to begin forming their own similes using the graphic organizer. (comprehend)  12. The students will then be given the definition and examples of metaphors. (SJ-lecture) (Conceptualize)  13. Students will practice identifying and creating metaphors. (NF-creative writing and metaphors)  14. The students will complete a simile metaphor review.  15. Students will determine the difference between simile and metaphor in the garbage can game. (comprehend)  16. Students be placed into small groups and will use the internet to find a popular song of today. The group will highlight any similes and metaphors found in those lyrics. They will then share their findings with the class. (NT-research & NF-personal choice and cooperative group project)(comprehend) <span style="background: white; line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"> Assessment: <span style="background: white; line-height: normal; margin: 0in 0in 10pt 54.75pt; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -0.25in;"> 1. Students will explore their own writing and write a paragraph that describes the perfect summer day that will include at least three similes and three metaphors. (Combine) <span style="background: white; line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"> __Special Populations__: Students with special needs will have extra help when needed during this assignment. An aide and I will be walking around the room assisting these students when working. I will also make sure these students are paired and grouped with classmates that can assist them with each assignment. <span style="background: white; line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"> __Compelling Whys__ – This lesson covers all of the compelling whys. It covers survival as students feel safe in my classroom. The students also feel belonging because we work on having a welcoming environment and the students work in partners and groups together. The students feel power by having independence while working on their assignments and confidence in understanding it. They have freedom as they are able to choose a song to show their understanding and I also feel that this lesson would be fun. Students will be working with marshmallows and m&ms as well as having group interaction.