| Lesson
Plans
LESSON:
PACO’S SIMILES!
Grades: 1-4
Subject Areas: Language Arts, Working with
Others, Music
Estimated Time: 45 minutes
I. Summary: Paco,
Maya and Miguel’s colorful parrot, likes to listen
to people talk and then repeat what they say. By providing
students with opportunities to model language, social and
academic confidence is fostered. Learning to communicate
for personal expression and enjoyment is important for all
students, especially those learning a second language. This
lesson focuses on using conversational language and music
to introduce the concept of similes, building language acquisition
and helping create a positive attitude toward knowing and
learning more than one language.
II. Objectives:
- Students will be introduced to the concept of similes
through language and literacy activities
- English Language Learners and English language speakers
will use English and Spanish (or their own native language)
to build understanding about similes through reading,
conversational language and music
III. Materials:
- English and Spanish versions of Quick as a Cricket/Veloz
como el grillo by Audrey Wood (Child’s Play-International)
Ages: Elementary, Early Language Learners
IV. Procedure:
1. Introduce the concept of similes
by reading the class both language versions (English and
Spanish) of Quick as a Cricket/Veloz como el grillo.
This story gives numerous age-appropriate examples that
will help children to initially grasp key concept of similes.
2. Revisit illustrations and invite
students to recall similes. Encourage students to demonstrate
concept understanding by creating and sharing original simile
ideas with class. Be sure to praise efforts for creative
thinking. Ask Second Language students to offer oral translations
for the class to recite in Spanish.
3. Practice the concept of similes
by using music and modeling language. Share with students
that Paco is Maya and Miguel’s colorful parrot and
that one of Paco’s favorite things to do is repeat
what others say. Ask students to listen as you sing one
round of Twinkle, Twinkle, Little Star. Then invite
students to join in and do as Paco would do and repeat the
song over and over!
Twinkle, twinkle,
little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky,
Twinkle, Twinkle, little star,
How I wonder what you are.
Follow up by encouraging students
to help you compare the image of a star and a diamond. Prompt
thought by asking: What does a star look like at night?
Do stars shine during the day and where do those stars go
while the sun is shining so bright? How are stars and diamonds
alike and how are they different? Is there anything else
that could look like a “star” or “diamond
in the sky?” For older students, tell them that when
you compare two objects, you create a simile, and that authors
often use similes to add interest to their writing.
V. Assessment: Students should successfully
participate in singing exercise and successfully respond
in activity follow up discussion. Second Language students
should participate in practicing new language through listening
and imitating how others use English.
Extensions in Learning:
- Read aloud English language book: You Dance like
an Ostrich!: Similes by Sylvia R. Tester (Ages 5-8).
Invite students to raise their hand when they hear a simile.
- Encourage students to begin a classroom collection
of similes. Create a specific area with a “Paco”
theme for display of similes and favorite simile books.
- Provide a center with animal costumes for students
to experience similes through role play. Example: Kitten
costume (ears, tail and whisker-nose) Role play - Meredith
can purr as quiet as a kitten. Clown costume (wig, nose,
baggy outfit, tie, big shoes) Role play - Mark is as silly
as a clown. Dress students up and ask class to orally
create similes for each student/costume. Great fun and
great language builder!
Related National Standards
(These are established by McREL at URL: http://www.mcrel.org/standards-benchmarks/.)
Language Arts
- Uses level-appropriate vocabulary in speech (e.g.,
number words; words that describe people, places, things,
events, shape, color, size, location, actions; synonyms,
antonyms; homonyms, word analogies, common figures of
speech)
- Uses meaningful clues (e.g., pictures, picture captions,
title, cover, headings, story structure, story topic)
to aid comprehension and make predictions about content
(e.g., action, events, character's behavior)
- Uses writing and other methods (e.g., drawing pictures,
using letters or phonetically spelled words, telling,
dictating, making lists) to describe familiar persons,
places, objects or experiences
Working with Others
- Engages in active listening
- Demonstrates respect for others in the group
Music
- Sings, alone and with others, a varied repertoire of
music
Related National Standards
for ESL- Grades Pre-K-3 (These are established
by TESOL at URL: http://www.tesol.org/assoc/k12standards/it/07.html.)
- Goal 1, Standard 2 - To
use English to communicate in social settings: Students
will interact in, through and with spoken and written
English for personal expression and enjoyment
- Goal 2, Standard 1 - To
use English to achieve academically in all content areas:
Students will use English to interact in the classroom
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