Lesson plan - Study Island
|Reading Lesson: Analogies |Grade Level: 5 |
|Lesson Summary: Students explain what an analogy is and how it can be used to help explain something. Students read analogies in sentence and simple form, and fill|
|in blanks. Advanced students write a free-verse poem using two pairs of analogies. Struggling students create a poster illustrating an analogy and challenge the |
|class to guess the correct analogy. |
|Lesson Objectives: |
| |
|The students will know… |
|that relationships exist between pairs of words. |
| |
|The students will be able to… |
|produce analogies with known antonyms and synonyms. |
|Learning Styles Targeted: |
| |
| |
|Visual |
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|Auditory |
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|Kinesthetic/Tactile |
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|Pre-Assessment: |
|Ask students what an analogy is. Write the definition on the board: An analogy is the comparison between two things that are similar in some respects. They are |
|sometimes used to help explain something or make it easier to understand. |
| |
|Demonstrate an analogy for students. Display a saltshaker and a bag of pretzels and a sugar bowl and a bag of cookies. Then write on the board: “Pretzels are to |
|salt as cookies are to sugar.” Show students that this can be written in a simpler form: “Pretzels : Salt :: Cookies : Sugar.” |
|Whole-Class Instruction |
|Materials Needed: index cards and worksheet* |
|Procedure: |
|Presentation |
|Distribute index cards with analogies written in simpler forms. Ask volunteers to read these analogies in sentence form. |
| |
|Remind students of different relationships between two sets of words, emphasizing antonyms and synonyms. Offer a few examples of synonyms and antonyms. Have |
|students copy them into T-charts, and encourage them to think of additional examples. |
| |
|Guided Practice |
|Using a selection of synonyms and antonyms from the presentation, write analogies on the board in sentence form, leaving a blank for one comparison: “Up is to ____|
|as go is to stop.” Challenge students to come up to the board and fill in the blanks. Then write a selection of analogies in simpler form: “lemon : sour:: chili |
|:___” |
| |
|Independent Practice |
|Have students complete the worksheet,* filling in the blanks for 10 analogies from a selection of words. |
| |
|Closing Activity |
|Ask students to share a favorite analogy using a school theme. For example: “pencil : paper :: chalk : board.” |
|Advanced Learner |
|Materials Needed: paper and pencil |
|Procedure: |
|Tell students to brainstorm two pairs of descriptive analogies. For example: “genuine : counterfeit :: diamond : coal” and “soda : fizz :: chocolate : melt.” Then |
|ask them to incorporate these analogies into a free-verse poem. |
| |
|Allow time for students to present their poems to the class. |
|Struggling Learner |
|Materials Needed: poster board, markers |
|Procedure: |
|Remind students that analogies can be demonstrated with objects, such as those used in the pre-assessment. Ask students to brainstorm an analogy that can be |
|illustrated with pictures, such as: “cat : kitten :: dog : puppy.” |
| |
|Have students create a poster illustrating their analogy. Tell them to use illustrations only, no words. Then challenge the class to guess the analogies using the |
|illustrated posters. |
*see supplemental resources
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