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: |

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|The students will know… |

|that relationships exist between pairs of words. |

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|The students will be able to… |

|produce analogies with known antonyms and synonyms. |

|Learning Styles Targeted: |

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|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. |

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|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. |

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|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 |

|:___” |

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|Independent Practice |

|Have students complete the worksheet,* filling in the blanks for 10 analogies from a selection of words. |

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|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. |

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|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.” |

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|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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