Lesson Plan

Name: Brittany Sanders

Day: M T W T F Date: 17/08/17 Time: 11:25-11:35 Year: 5

Learning Area: English Topic: Examining Literature

Curriculum content description:
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor
and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)

Students prior knowledge and experience:

Students have a knowledge of rhyming
Students have experience in reading a range of different text types

Learning purpose:
Discover how figurative language including simile and metaphor can make use of a comparison between different
things. (ACARA, 2016).
Consider how appealing to the imagination provides new ways of looking at the world (ACARA, 2016).

Learning objectives: Evaluation:

On completion of this lesson, students will be able to: Using questions to prompt students and check
Demonstrate an understanding of figurative their understanding
language such as similes, metaphors and Discussing the content as a group
personification by creating examples of their own Observing the work of each student in relation
Demonstrate an understanding of sound devices, to the learning objectives
such as alliteration and onomatopoeia, and why
these are used in songs
Evaluate the importance of these devices in poetry
and songs

Preparation and Resources:

Pen and paper
Dictionaries for students who may need additional support
Activities for early finishers to complete
Catering for diversity
ESL students can work in pairs with other students so that they can receive support from their peers, as
well as from the teacher
Students who need extra support can begin by drawing the words if they are struggling to visualise the
spelling
Students who finish early will be able to complete further activities that extend their knowledge and
provide a more challenging task
Students may need additional support with the writing aspect of the task that will occur as they complete
their own examples

Timing: Learning Experiences:

1 min 1. Introduction: (How will I engage the learners?)

Good morning everyone my name is Miss Sanders
Encourage students to think of their favourite song
Explain that many of these songs have some important things in common
Outline that we are going to learn about some of the language that you can often find in
great songs as well as poems and narratives

2 mins 2. Sequence of learning experiences:

Explain that one very common type of language found is songs is rhyming and that many of
their favourite songs likely rhyme
Ask the students Why do you think songs might rhyme?
Wait for responses and, if necessary, guide answers to include that rhyming is nicer to listen
to
Explain that rhyming is a sound device
Ask the students Would anyone like to guess what sound devices might be?
Wait for responses and guide the students, if necessary, to using sound to convey meaning
often in poems or songs
Commend students who participate in the discussion

2 mins Explain that rhyming is one example of a sound device

Another example is when a number of words are used together that start with the same
sound or letter.
Provide the example Horses have heavy hooves and show that all of the words use the h
sound
Give a second example Dogs dont dance or Apples are amazing
Clearly state that this is called alliteration
Ask the students to have a go at thinking of an alliteration with the letter b and then share
them with the class
Responses could include similar answers to Bees buzz busily or Brown basketballs
bounce
Commend students for their efforts
3 mins Explain that some songs and poems often include language that helps the person listening
or reading to use their senses. One example are similes.
Show that the word simile sounds a lot like the word similar and draw the link to using
similes for comparing two things together
Give an example, such as Someone is as tall as a giraffe or Its as cold as ice
Ask students how I could demonstrate that someone was very brave using a simile with the
question What could I compare them to?
Listen to responses from students
Ask the question Doesnt that help the imagination?
Ask each student to finish one of the similes listed below:
o As big as
o As small as
o As bright as
o As busy as
o As heavy as
o As hungry as.
o As slow as.
o As fast as
o Sleeps like a
o Eats like a.

2 mins 3. Lesson conclusion:

Ask students to summarise what they have learnt today
State that we now know what alliteration and similes are.
Ask students to explain what an alliteration is or give an example
Ask students to explain what a simile is or give an example
Thank the students for their participation

Lesson Evaluation:
The lesson with the TeachLive lab taught me so much about lesson planning and what teachers can expect in a
classroom. Using the students favourite song worked to engage them in the lesson and help them to see the
relevance to their own lives. The students were able to grasp the concepts and I was able to use questions to
check their understanding. Some of the aspects of the lesson that did not go to plan involved one student who
was bored and made a remark about the lesson being very slow. In hindsight, I could have handled this situation
better and found a way to make it more engaging. I tried to involve all of the students in the discussion but I failed
to support Maria or encourage her to participate. Some aspects of this lesson that I would change include trying to
involve Maria more and making the lesson more interesting through the level of enthusiasm that I show for the
topic. I would also ensure that my instructions were stated clearer so that there was no confusion about my
expectations for the students. Finally, I would allow more time for students to develop their own examples as this
is the best way to check their understanding of the concepts.