A Sample Lesson Plan

1. Title Page
Introductory Context
Your Name: Stephanie Baker
Book Title: Before we were Free by Julia Alvarez
Title of Lesson: Language Lesson for Figurative Language Using Before we were Free
Grade Level: 9
Four-part Performance Objective:
Given the definitions of similes and metaphors students will be able to identify metaphors and
similes and their literary significance in sentences in Before we were Free that use metaphors
and similes and analyze the way they are used by working in small groups to present and explain
the examples they found, then individually in a written quiz, and finally by creating their own
similes and metaphors at 100% accuracy in identification and application.
Standards and Background Information
Ohio ELA Academic Content Standards
Acquisition of Vocabulary
Recognize the importance and function of figurative language.
Reading Applications: Literary Text
Identify and analyze how an author uses figurative language, sound devices and literary
techniques to shape plot, set meaning and develop tone.
Explain techniques used by authors to develop style.
Writing Conventions
Demonstrate understanding of the grammatical conventions of the English language.
Background Information
Language Arts Strands: All strands are incorporated.
Students will read the definitions of figurative language and similes and metaphors as well as the
novel to find examples. Students will write down the examples of similes and metaphors that
they found in the novel as well as create their own. Students will also read and write in the quiz
developed from examples they found in the novel. Students will present their examples in an oral

2. presentation to their classmates. Students will listen to their classmates explain their examples of
metaphors and similes. Students will draw a visual representation of their simile or metaphor.
Primary Domains of Learning: The cognitive and psychomotor domains will be addressed in
this lesson.
Cognitive
Learners will acquire the knowledge regarding the definitions of metaphors and similes by
working in small groups to identify examples within the novel and then by identifying and
explaining examples in a written quiz. This investigation and application of the definition will
help to ensure that students understand the definitions.
Psychomotor
Students will master metaphors and similes by drawing a picture of the relationship between a
metaphor or simile and its original word or phrase. They will also have to create their own
sentences using similes and metaphors.
Skill Level: This lesson addresses all levels of Bloom’s Taxonomy.
Knowledge
First the students will need to know and present the definitions of similes and metaphors.
Comprehension
Then, students will have to relate the definitions of similes and metaphors in their own words.
Application
Students will apply the definition of similes and metaphors to find examples within the novel and
to identify examples in a written quiz.
Analysis
Students will examine how the smile or metaphor is being used in the sentences they found to
enhance meaning. This level is also used when students illustrate the similes and metaphors
found in the novel.
Synthesis
Students will create their own sentences with metaphors and similes. This will ensure that they
understand the connection between definition and application enough to use it in their own lives.
Evaluation
Students will select their favorite similes and metaphors from the class based on criteria
established when discussing the effectiveness of similes and metaphors within the novel.
Multiple intelligences
Kinesthetic
Students will be interacting with their environment when they use the text to find examples and
when they illustrate these examples.
Existential
Students will be connecting to larger understandings when they examine how figurative language
like similes and metaphors work within a text to create writing that is more interesting and
descriptive. The connections between the textbook definitions and the actual text of Before we
were Free will also connect to a larger understanding because the definitions will go into the real
world.
Interpersonal
The cooperative groups will provide an opportunity to interact with others when working with
the definitions to find examples in the text.
Intrapersonal

3. Students will work on their own when creating their own metaphors and similes. This creative
work will allow students to develop their own feelings and attitudes regarding similes and
metaphors and to exhibit their feelings and attitudes about other things through the use of similes
and metaphors.
Logical
Students will have to use reasoning and problem solving when looking for examples within the
text. They will have to analyze sentences to see if they meet the criteria to be a metaphor or a
simile.
Rhythmic
This MI is not used in this lesson, but could be used in future lessons or modifications by using
songs or poems that have similes and metaphors or having students create a song or poem that
contains similes and metaphors and/or their definitions.
Naturalist
This MI is not prominent within the lesson, but separating sentences into similes or metaphors
may appeal to the naturalist intelligence.
Linguistic
Students will present their examples of metaphors and similes in an oral presentation as well as
turn in a written copy of their examples. Students will also write their own sentences using
metaphors and similes.
Visual - seeing and imagining
Students will create visual representations of the similes and metaphors they found in the text.
These images will help them to understand the relationships between the original object and its
metaphor or simile.
Developmental Context
Before this lesson plan can be effective, students must already be familiar with the context of the
similes and metaphors within the novel. This background information will help students
understand how the similes and metaphors work within the novel to enhance understanding. It
would also be helpful for students to have an understanding of different parts of speech so that
they can understand the structures metaphors and similes take (see Procedures and Handout). If
students have an understanding of how adjectives and adverbs are modifiers, this may be a place
to start when discussing how metaphors and similes modify different parts of a sentence.
Timing
This activity will take seven class periods of active time and 15 days total time. Before this
lesson series, the class should have read the first chapter in Before we were Free. The first class
period will be a lecture by the teacher explaining metaphors and similes and dividing the class
into groups that are assigned a set of chapters from the novel. The teacher will also model the
presentations students will give on the other days by using Chapter 1. This first day will be the
longest and will probably take 45 minutes. The remaining four class periods will be about 15
minutes each if one group presents its chapters each day. The chapters are grouped into twos:
chapters 2 and 3, 4 and 5, 6 and 7, 8 and 9, (skipping Anita’s Diary,) and 10 and 11. So, group
one would present a simile and metaphor example within chapters 2 and 3 on day two, and on
day three group two would present their examples within chapters 4 and 5. This will continue
until day seven, when students will have completed their presentations and the novel. The
closing activity will be done on this final day and will last about 45 minutes. Between each
lesson day, there should be a reading and work day where students can get together with their

4. groups to work on their presentation. This would make the total number of days until the end of
the unit 15 days.
Resources and Materials
Before we were Free
Pencils, pens
Notebook paper
Handout with definitions of metaphors and similes
Rubric
Drawing paper
Art supplies (markers, crayons)
Procedure
Anticipatory Set
Have you ever been frustrated when trying to describe something to someone? Have you
ever tried to get over this by describing the thing in terms of something else? Have you ever
explained something by comparing it to something else?
Key Concept
After this lesson, students will be able to distinguish between metaphors and similes and how
each can be used to enhance meaning. Students will also be able to come up with their own
metaphors and similes to develop style.
Instructional Methods
Day 1—Introduction of activity, teacher model—45 minutes
1. Direct Instruction/Whole Class Discussion: Attention Getter—15 minutes
To begin the lesson, the teacher will ask students how they feel about Before we were
Free after reading Chapter 1. To answer this question, students must respond in one of
three constructions that will anticipate the lesson on similes and metaphors.
a. Constructions written on board
The book is as (adjective/adverb) as (noun).
The book is like (noun).
The book is (noun).
b. Examples using constructions
The book is as slow as molasses.
The book is like a thread that is unwinding.
The book is a spell that keeps you reading.
c. Help with creating examples
If students are having difficulty coming up with these constructions, have them
list adjectives that describe the novel (interesting, boring, slow, exciting) and then
list other objects that could be described with these adjectives. For example they
could have the adjective “exciting” connected with “a rollercoaster.” From here,
the teacher can coach students to create the different constructions: The book is as

5. exciting as a rollercoaster. The book is like a rollercoaster. The book is a
rollercoaster.
After the class comes up with examples using the constructions, the teacher should
explain to the students that they are using similes and metaphors to describe the novel
and pass out the handout that has these definitions and describes the activity.
2. Direct Instruction: Introduction to group activity—5 minutes
Next, the teacher should introduce the group activity. The teacher should break the class
into five groups. In their groups, students will be assigned a section of the novel in which
they will find one example of a simile and one example of a metaphor to present to the
classroom. Use the handout to explain the content of the presentations: definitions,
examples, explanations, and illustration.
3. Direct Instruction: Teacher model—25 minutes
Finally, the teacher will use Chapter one to model the class presentations that the groups
will do, but with more examples to show different types of metaphors and similes that are
present in the novel.
First, the teacher will give the definitions of similes and metaphors:
o Simile—a figure of speech in which a comparison is drawn using the
words “like” or “as” to begin a phrase
o Metaphor—a figure of speech in which a direct comparison is drawn
between two seemingly unlike things; metaphors can linked using the verb
“to be” or as a verb, an adjective or adverb, a prepositional phrase, or as an
appositive.
Then, the teacher will give examples of each from Chapter 1, asking students to
identify and circle the part of the sentence that is a simile or a metaphor based on
the definitions. The teacher should also ask students to explain the connections
between the objects being compared.
o Simile Examples in Chapter 1 (from “Teacher Model” handout)
 Some of the American students are complaining that it doesn’t feel
like Thanksgiving when it’s as hot as the Fourth of July (1).
A comparison is being drawn between hot weather and the
Fourth of July, because the Fourth of July takes place in
summer. This is ironic because the novel is about the fight
for freedom in the Dominican Republic and the Fourth of
July is the United States’ Independence Day.
 She hands each of us a headband with a feather sticking up like
one rabbit ear (1).
The feather is being compared to a rabbit ear in the way it
sticks up. This is a humorous connection that pokes fun at
the headband.
 A look passes from one adult to another as if they are playing
musical chairs with their eyes, trying to decide who’ll be the one
stuck answering Yo’s question (6).
The look that passes between adults is being compared to a
game of musical chairs. In musical chairs, someone always
loses and has to sit out. In this case, they have to answer
the question.
o Metaphor Examples in Chapter 1 (from “Teacher Model” handout)

6.  “Troops all here?” he asks cheerily (6).
The children are not actually “troops” but they are being
compared to them because they are assembling to leave.
This is ironic because of the militaristic rule of El Jefe.
 “This place is just… just… just… so… sad,” she sobs, then storms
out of the room (11).
She is not actually becoming a storm as she leaves the
room, but she leaves in a way that is similar to a storm.
 As he goes by me, he plants a kiss on top of my head (11).
He is not actually planting a kiss to grow on her head
(that’s impossible), but the movement is similar to planting.
 I feel the sadness stir up again like a storm inside me (12).
The first part of this sentence is a metaphor: The sadness
cannot be stirred like a kettle, but a comparison is being
drawn between what she is feeling and the action of
stirring.
The second part is a simile because the stirring is being
compared to a storm inside her, even though there isn’t
actually a storm inside her.
Finally, the teacher should discuss possible illustrations for some of the sentences.
The teacher could also let students choose one of the examples for him or her to
quickly illustrate on the board.
o An Illustration in words: (from “Teacher Model” handout)
 Example: She hands each of us a headband with a feather sticking
up like one rabbit ear (1).
This could be illustrated by drawing the headband with the
feather and a rabbit with one ear up and one ear down.
 Example: “Troops all here?” he asks cheerily (6).
This could be illustrated by drawing the children in the
compound gathering in military gear.
4. The remaining class time should be spent taking questions regarding similes and
metaphors and the presentations. The rubric should be given to the students.
Days 2 through 6—Group presentations—15 minutes
1. Student groups will present their chapters to the class. An addition that can be made is to
include chapter summaries as part of the presentation. This can serve as a bridge into
classroom discussion after the presentations.
2. These days are numbered based on active time giving presentations, but a work day
should take place between each active day so that students can read and work on their
presentations (see Timing above).
3. Small Group Presentations: When students give presentations, they should begin with
the definitions of metaphors and similes. Then, they should one example of each and
explain the connection being made between the metaphor or simile and the original
object. Finally, students should show the class their illustration of one of their examples.
4. Class Discussion: The teacher should ask presenters questions to help create an agreed-
upon set of criteria for judging metaphors and similes for use when judging their own
sentences.

7. Example questions: Why did you like these examples? How do they add meaning
to their original objects? What makes this comparison effective?
Possible criteria the students could offer: Creative connections, makes us think
about usual objects in unusual ways, Adds something to the object that wasn’t
there before
5. The remaining class time after the presentations could be spent discussing the novel.
Day 7—Written quiz and Creating sentences
1. Individual Work: Written Quiz—15 minutes
Students will be given a written quiz to complete individually that consists of examples
given in group presentations. The quiz will ask students to underline and identify the
simile or metaphor and to explain the connection being made between the simile or
metaphor and the original object. The quiz should be graded on similar criteria as the
presentations for awarding points.
2. Individual Work: Creating sentences and Gallery Walk—25 minutes
The teacher should ask students to write their own creative sentences using either a
metaphor or a simile on a piece of paper and to illustrate the connection they created.
Then, students should showcase their creations in a Gallery Walk where student
sentences and illustrations are hung around the room. Students should be given a silent
ballot where they vote for their favorite sentence based on the criteria they established to
judge similes and metaphors.
The winning authors from each class will receive a bonus point toward their presentation
grade and be entered into a final round with the winning authors from the other classes.
The winner of this final round will receive another bonus point toward their presentation
grade (for a total of 2 extra credit points) and admission to the metaphor and simile wall-
of-fame, which could just be a bulletin board where their work will be displayed.
3. Class Discussion: (See “Closure” below)
Modeling
Modeling takes place extensively on the first day of the lesson (See “Instructional Methods, Day
1” above), when the teacher gives a presentation over similes and metaphors in Chapter 1 similar
to the presentations students will give later. The teacher model handout will give the students a
resource to return to when they are working on their own presentations. Students will also be
modeling for each other as they give presentations. If the teacher notices that groups are missing
part of the presentation, he or she can coach the group through questions and by making an
announcement to the class.
Monitoring to Check for Understanding
The teacher will check for understanding by questioning the whole group for answers during the
teacher model presentation. This will ensure that that students understand the difference between
metaphors and similes before working on their own presentations. Monitoring will also take
place when the teacher observes groups on work days to make sure that they are finding correct
examples and understanding how to explain the connections.
Guided Practice
Guided practice is offered within the small groups. Students can work with each other to
understand the definitions and identification of similes and metaphors. The teacher should be
observing this interaction to make sure that students are providing each other with accurate

8. information. Guided practice is also taking place when the groups provide verbal examples of
metaphors and similes.
Independent Practice
After several examples offered throughout the novel, students will take a written quiz made up of
the examples offered by the group presentations. This quiz builds on the guided practice they did
in their groups and as a class and asks students to recall these skills to identify and explain the
similes and metaphors within the written quiz.
Closure (Day 7)
After the Gallery Walk, discuss the criteria the class developed to judge sentences using
metaphors and similes. Possible closing questions are “What is the importance of using similes
and metaphors?” and “How do similes and metaphors work to enhance writing?”
Handout, Teacher Model, and Rubric
Handout to explain group presentations
Teacher Model for first presentation
Assessment rubric for presentation

9. Metaphors and Similes
Activity Sheet
Using Before we were Free
This group activity will allow you to demonstrate your understanding of
similes and metaphors by finding and explaining examples within the novel.
Circle your assigned group and chapters so that you do not forget.
Group 1 Group 2 Group 3 Group 4 Group 5
Chapters 2 and 3 Chapters 4 and 5 Chapters 6 and 7 Chapters 8 and 9 Chapters 10 and 11
For this activity you and your group will need to find at least one example of a metaphor and at
least one example of a simile within your assigned chapters. Notice that we are not finding
metaphors and similes within the “Anita’s Diary” chapter. You will be presenting your examples
to the class the day your chapters are due for assigned reading.
What to include in your presentation: (50 pts)
1. Definitions of metaphors and similes. (10 pts)
2. One example of a metaphor and one example of a simile. (10 pts)
3. Explanation of the comparison drawn between the metaphor/simile and the original
object. Do this for each example. (20 pts)
4. Illustration of one of the examples you chose. (10 pts)
5. Each of these components should be completed in writing as well, and turned in with
the rubric.
The examples you provide in your presentations could be used in a written quiz at the end of
the novel, where you will be asked to underline and identify the simile or metaphor in the
sentence as well as explain the comparison that is being made.
After the all presentations, we will be creating our own sentences using
metaphors and similes. These sentences will be voted on by the class based
on an agreed-upon set of criteria to determine the best sentence from each
class. The winning authors from each class will receive a bonus point toward
their presentation grade and enter into a final round with the winning authors
from the other classes. The winner of this final round will receive another
bonus point toward their presentation grade and admission to the metaphor
and simile wall-of-fame.
Book cover from http://www.juliaalvarez.com/img/before_we_were_free.jpg
Trophy from Microsoft Office 2007 Clip Art

10. Metaphors and Similes
Teacher Presentation Model
Using Before we were Free
This is an extended example of the content needed in your presentation. You
will only need one example for a simile and one example for a metaphor. You
must also restate the definition of a metaphor or a simile in your own words
and actually draw a picture to turn in with your written examples.
Simile—a figure of speech in which a comparison is drawn using the words “like” or “as” to
begin a phrase
Examples in Chapter 1—Underline the simile
Some of the American students are complaining that it doesn’t feel like Thanksgiving
when it’s as hot as the Fourth of July (1).
She hands each of us a headband with a feather sticking up like one rabbit ear (1).
A look passes from one adult to another as if they are playing musical chairs with
their eyes, trying to decide who’ll be the one stuck answering Yo’s question (6).
Metaphor—a figure of speech in which a direct comparison is drawn between two seemingly
unlike things; metaphors can linked using the verb “to be” or as a verb, an adjective or adverb,
a prepositional phrase, or as an appositive.
Examples in Chapter 1—Underline the metaphor
“Troops all here?” he asks cheerily (6).
“This place is just… just… just… so… sad,” she sobs, then storms out of the room
(11).
As he goes by me, he plants a kiss on top of my head (11).
I feel the sadness stir up again like a storm inside me (12).
An Illustration in words:
Example: She hands each of us a headband with a
feather sticking up like one rabbit ear (1).
o This could be illustrated by drawing the
headband with the feather and a rabbit with
one ear up and one ear down.
Example: “Troops all here?” he asks cheerily (6).
o This could be illustrated by drawing the
children in the compound gathering in
military gear.
Book cover from http://www.juliaalvarez.com/img/before_we_were_free.jpg
Cartoon from http://faculty.smu.edu/tmayo/metaphor.gif

11. Metaphors and Similes
Using Before we were Free
Presentation Rubric
Names of Group Members Chapters ______________
______________________________________________________________________________
10 9 8 7 6 5 4 3 2 1 Total/50
Excellent Good Acceptable Needs Attempt is not
Improvement apparent or not
present
Attempt to present
Definitions clearly Definitions
definitions, but not
explain in their own adequately, but Definitions are
in the presenter’s No apparent
words metaphors individually, explain presented, but not
Definitions own words and the presentation of ____ x1
and similes and metaphors and in the presenter’s
meaning is lost; or definitions
how they are similes in their own own words
only one definition
different words
is presented
Examples depict Examples depict
Examples are
the use of the use of
Examples are present, but one of
metaphor and metaphor and
difficult to the examples does
simile and the simile, the group
understand the use not depict the use Neither example
group accurately has difficulty
Examples of metaphor and of metaphor or uses metaphor or ____ x1
identifies the identifying the
simile, the group simile, but the other simile
metaphor and metaphor and
has difficulty example is
simile and the simile and the
identifying the parts accurately
objects they objects they
identified
describe describe
Explanation is
Explanation clearly
thorough in
connects the simile Explanation was
connecting the Explanation
with the object and not given or was
simile with the connects the simile Explanation does
Explanation of comments on the too unclear to
object and with the object, but not clearly connect
Connections simile’s impact on determine
comments on the does not comment the simile with the ____ x1
in Simile the image created, understanding of
simile’s impact on on the simile’s object and the
Example but doesn’t the connection
the image created impact on the image
comment on a between the simile
and its relationship image
larger picture in the and object
to other ideas in
novel
the text
Explanation is
Explanation clearly
thorough in
connects the Explanation was
connecting the
metaphor with the Explanation not given or was
metaphor with the
object and connects the Explanation does too unclear to
Explanation of object and
comments on the metaphor with the not clearly connect determine
Connections comments on the
metaphor’s impact object, but does not the metaphor with understanding of ____ x1
in Metaphor metaphor’s impact
on the image comment on the the object and the the connection
Example on the image
created, but metaphor’s impact image between the
created and its
doesn’t comment on the image metaphor and
relationship to
on a larger picture object
other ideas in the
in the novel
text
Illustration appears
Illustration is neat Illustration is not
Illustration is neat thrown together
and creative and Illustration shows neat and it is
and shows the with no effort to
obviously shows the relationship difficult to see the
relationship show the
Illustration the relationship between the relationship ____ x1
between the relationship
between the metaphor/simile between the
metaphor/simile between the
metaphor/simile and its object metaphor/simile
and its object metaphor/simile
and its object and its object
and its object
Total and
additional ____ /50
comments