This lesson plan is for a 7th grade language arts class. The objective is for students to incorporate metaphors and similes into their essays to engage readers. To introduce the lesson, students will analyze the poem "Hot Fudge Sunday" by identifying its similes and metaphors. Then students will add at least two similes or metaphors to short stories they previously wrote. They will provide peer feedback on each other's use of figurative language. For differentiated instruction, some students will rewrite examples as either similes or metaphors as practice. The lesson will be assessed using a short story rubric that evaluates the use of metaphors and similes.

1. Lesson Plan Example:
7th Grade Language Arts
Writing that Pops like a Jack-in-the-Box
Lesson Plan Element
Process Description
Objective
TN Language Art Standard: Use strong verbs
and figurative language (e.g., metaphors, similes) for emphasis
or creative effect as appropriate to the purpose.
Objective: Students will incorporate metaphors and/or similes
into essays to strategically grab the
reader’s attention.
Anticipatory Set
(Introduction)
Use the poem, Hot Fudge Sunday, to review similes and
metaphors. Students will identify the similes and metaphors and
explain the differences.
Hot Fudge Sunday by Donna Phillips Cold crisp air, like a burst
of peppermint, Whisks across my face and colors my cheeks.
The sun is a lazy turtle,
Creeping to the edge of the horizon. The ice on the bare tree
branches
Reflects the first shred of shivering light. Later in the day the
sunny rays will melt the frost,
Like hot fudge melts the ice cream it tops.
I am a sponge soaking in all the glory of the day.
Sequence of Instruction
After the poem introduction, students will use
metaphors and similes to spice up the short stories they have
completed. Give students 20-
30 minutes to add metaphors or similes to their stories.
Divide students into small groups where they will share how

2. they integrated similes and/or metaphors into their work.
Students should give each other feedback on their work by
answering the following questions:
1. Were the similes/metaphors used correctly?
2. Did the similes/metaphors create more
interest?
3. How might the similes/metaphors be improved?
HW: Students will edit their short stories, deciding where and
how the new ideas for similes and metaphors should be
incorporated. Students should add a minimum of 2
similes/metaphors to their essays
Differentiated Instruction
For students who need more practice in
identifying and
Creating similes and metaphors, provide a list of similes and
metaphors. Students will re-write the metaphors as similes and
re- write the similes as metaphors.
Example:
Simile- Like a wolf prowling for his next kill, Andy opened the
refrigerator door to look for food.
Changed to a Metaphor- Andy was a wolf on the prowl as he
opened the refrigerator door to look for food.
Similes
James pushed his way through the crowd like a bulldog to reach
the subway on time. The singing that wafted out of the
auditorium was warm like honey on toast. Metaphors

3. The baseball was a speeding arrow soaring to land beyond the
outfield fence.
Jenny’s heart was a cold stone, unfeeling and impenetrable.
Technology Integration
Write here 250 words
Materials
Hot Fudge Sunday poem, simile and metaphor
examples, student short stories
Assessment
Use of metaphors and similes will be assessed
with the Short Story Rubric