EDUC 2220- Educational Technology Lesson Plan

All About Analogies

Peyton Lloyd

Seventh Grade/Language Arts

Common Core Standards:

L.7.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing
relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He
wore an old[,] green shirt).
b. Spell correctly.
L.7.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose language that expresses ideas precisely and concisely.
b. Recognize and eliminate wordiness and redundancy.
L.7.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each
of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,
refined, respectful, polite, diplomatic, condescending).

Lesson Summary:
I plan on this lesson being a part of a larger unit about figurative language, this lesson specifically focusing on a
specific type of figurative language. This lesson will allow students to learn about the uses for analogies, as well
as practice identifying analogies and creating their own.

Estimated Duration:
I plan on using three sixty minute class periods to complete this lesson, as well as 30 minutes of the fourth day to
complete their post assessment for a total of 210 minutes. On day one of the analogies lesson, I plan on doing the
pre-assessment and giving my initial information about the lesson topic, as well as going over broad examples.
On the second day, I plan on reiterating and briefly going over the notes from the previous class period, as well as
introducing more specific types of analogies and then letting the students get practice identifying them. On the
third day, students will spend their time completing activities and getting more practice identifying and creating
analogies, similar to Day 2. On day 4, students will spend roughly 30 minutes completing their post assessment.
The rest of the fourth day will be spent as work time not pertaining to the analogies unit.

Commentary: ​ ​The use of previously filled out figurative language books that students will complete their
analogy notes in will help them differentiate between analogies and synonyms as well as antonyms. It will be
important to give good examples of analogies to students while students complete their notes notes. Ensure notes
have been uploaded to classroom blog or Facebook page so students have access at home while completing
homework. It will also be important to discuss analogies throughout the school year whenever the opportunity
presents itself to help students retain the information they will gain in this lesson.

Instructional Procedures:
Day 1:
First 15 minutes: Welcome students to class, explain that our next lesson will be over analogies. Give out the
pre-Assessment; students will complete a 10 question Google Forms Quiz where they will do their best to answer
the questions with the limited information they have about analogies.
Next 15 minutes minutes: I will introduce analogies as a broad topic to students and explain that there are 16
types of analogies. We will watch a YouTube video that simplifies this topic (link in the Extensions). The
definition for an analogy as well as the name of the 16 types of analogies will be projected on the SmartBoard.
They will write down the definition of an analogy as I read it as well as the 16 names of the types of relationships
analogies display: antonym, synonym, part, whole, tool action, tool user, tool object, category, effect, cause,
increasing intensity, decreasing intensity, subject completing action action, subject acted upon, object or place,
and lastly nouns. We will go into greater detail about each specific type of analogy throughout the next 30
minutes and the following day.
Next 25 minutes of Day 1: Begin going over and giving examples of the first five types of analogies we will
discuss. As students write down a simplified definition for each analogy (as there are many definitions they will
need to know) I will give examples and they will fill in the examples on their journal pages. I will ask for
participation from the class as we go over the analogies, prompting them to come up with an answer of their own
to share with the class, such as giving them a partial analogy that they can finish, or allowing them to create their
own.
Final 5 minutes of Analogies-Day 1: Finish final thoughts on the analogies discussed today. Ask for any questions
students may have that they did not ask. Reiterate any important dates students need to be on the lookout for and
give a brief overview of the next day. Class will then be dismissed.
Day 2:
First 10 minutes: Welcome students in. Instruct students to get out their tablets and open their morning worksheet
for the day that is linked on the class website. Students will complete a morning worksheet on Google Forms that
is will be 6 questions that allow students to identify the types of analogies discussed the day before. Go over
morning worksheet.
Next 50-ish minutes: Go over the final 11 analogies in the same way as the day before. Students will follow along
with the definitions and examples that are projected on the board. As we define each type of synonym, we will go
over examples and create our own.
Final few minutes of Day 2: Allow students to ask questions that they did not ask earlier. Assign a homework
worksheet that will be completed online and turned in before 11:00 pm that evening.
Day 3:
First 15 minutes: Students will complete another morning worksheet that has them create their own analogies
according to the type of analogy asked for. Not all 16 types will be on this worksheet.
Next 5 minutes: Introduce online activity for the day, as well as make sure students are aware of their
post-assessment the following day. Students will get out their tablets and follow the link or links posted on the
classroom website to the website(s) they can do their practice on.
Next 35 minutes: Students will spend time practicing and identifying analogies on the websites provided to them.
They can also use this time to ask me questions they may have. This day is mainly focused on applying their
notes from the previous two days to actual examples they are given. It will be important that the students are able
look at an example of an incomplete analogy and complete it as well as create their own when necessary.
Practicing while using their notes or asking questions will help them feel confident in their knowledge of
analogies and how to use them.
Final 5 minutes: Answer any questions about analogies that have not been answered as well as reiterate important
dates coming up. Make sure students are aware of optional practice worksheets on the class website to take
advantage of before their quiz.
Day 4:
First 5 minutes: Answer any questions for students as the class is settling in. Go over agenda for the day.
Next 30 minutes: Pass out post-assessment. This will be a pencil and paper quiz of roughly 25 questions. There
will be fill in the blank as well as multiple choice on this test.
Final 25 minutes of Day 4: As the analogy lesson will be complete after students complete their quiz, these last 25
minutes will be spent as work-time for any other projects students are completing for the class.

Pre-Assessment:
The pre-assessment will be a 10 question quiz that students will complete on Google Forms. Students will answer
each question to the best of their abilities with their minimal knowledge on the topic. The quiz will not be graded,
students will earn no points for each question they get correct, but they also will not lose any if a question is
answered incorrectly. This pre-assessment is for my personal record, used to compare what the students know
before we discuss in depth in class to what they know after the lesson is completed. It will also allow me to
identify which specific types of analogies we may need to go over more, if more students seem to struggle on the
pre-assessment. Not every type of analogy will be listed on the pre-quiz, but it will give me a general idea of
where to focus our time, and also allow me to see how much students retain. I am not expecting students to do
well on the pre-assessment as there are many types of analogies they may not be familiar with.

Scoring Guidelines:
When using Google Forms, I will be able to create the answer key to the quiz as I create the questions. As
students answer the multiple choice questions, their answers will be recorded. When they submit their quiz to me
via Google, Forms will automatically grade the quiz based on which answers I have selected as correct in
comparison to the answer the students have selected. Students will not be graded for their correct or incorrect
answers. As the lesson progresses, students will have the opportunity to stop and clarify anything that they are
confused on which will keep my teaching method in check as well as let me know what I need to discuss more in
depth if students have more questions at certain points in the lesson.

Post-Assessment:
For this particular lesson, students will complete a quiz after the lesson is complete to let me know how they
retained the information taught. The quiz will be 25 questions that they complete with traditional paper and pencil
at the beginning of class on the fourth and final day of this lesson. I will grade these quizzes myself using an
answer key that I have created. This quiz will be roughly 15 multiple choice questions and 10 fill in the blanks.
Students will be given examples of different types of analogies and need to be able to identify which type of
analogy has been given, as well as complete the analogy with the most logical answer. Some of these post
assessment questions with be pulled from the pre-assessment the students completed, as well as from examples
given in class. There will also be new examples given for the students to identify or complete.

Scoring Guidelines:
There will be 25 questions on this quiz, each worth 1 point for a total of 25 points. These points will be added into
the gradebook. After the completion of each quiz or test, these points will be combined with the overall points the
student has accumulated on other tests and quizzes throughout the year, and these total points will make up 25%
of the students overall grade in the class.

Differentiated Instructional Support

The use of a practice day will allow the students to work on identifying and completing analogies at their own
pace. Students who may be struggling can take as much time as they need to complete these online activities, or
students who are more advanced and are having an easier time understanding can work more quickly. For
students who feel like they may need more explanation, I can walk around and answer specific questions during
this work time and give better one-on-one attention to their specific needs. If students would like extra practice
before their post-assessment, they may complete a worksheet that night at home on their own time. This is a
completely optional worksheet, but if they turn it in, they have the opportunity to earn bonus points on their quiz.

Extension
https://www.youtube.com/watch?v=bbXR43hMSV8​ ​this is a great video that describes analogies in a simple and
visual way. Great resource for students who may need reminders or be visual learners.
https://www.youtube.com/watch?v=DQHh40xQ6f0​ ​this video highlights the importance of using analogies and
the difference between analogies and other types of figurative language.

Homework Options and Home Connections

There will only be one homework assignment that will be completed digitally for this lesson. This homework
activity will be an online worksheet where students will get extra practice identifying types of analogies and
creating a few of their own while answering 10 questions. Students will earn 1 point per question, so they may
earn up to 10. This activity will be completed digitally and submitted online to me, where I will grade it the
following day and have it back to the students in time for them to use it to review for their final quiz. Submitting
online will ensure that students complete it before the start of class the next day which will ensure that they are
practicing as much as possible. Completing this at home will also allow students to think about the lesson outside
of the specific class time, allowing them to become more familiar with the topic.

Interdisciplinary Connections
Language: Students will need to be aware of vocabulary and terms used in order to properly complete the
examples of analogies given.
History: Background information on this history of analogies can be given, as well as important times in history
that an analogy may have been used.
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Materials and Resources:

For teachers Access to a SmartBoard with internet access, access to YouTube, Google Applications
and Google Drive to store files, paper copies of post-assessment.

For students iPads with internet access that they may take home with them. Access to Google
Applications and Google Drive to store files, pencils, internet access at home or a
binder to store physical paper copies of assignments, SmartBoard access in the
classroom, pencils.

Key Vocabulary
analogy - a comparison between two things, typically for the purpose of explanation or clarification.
synonym - a word or phrase that means exactly or nearly the same as another word or phrase in the same language
antonym - a word opposite in meaning to another
metaphore - a figure of speech in which a word or phrase is applied to an object or action to which it is not
literally applicable.
noun - a word (other than a pronoun) used to identify any of a class of people, places, or things
Colon: a punctuation mark (:) used to precede a list of items, a quotation, or an expansion or explanation.
Additional Notes
This lesson plan ended up being more of a “unit plan”, but ideally this would be a lesson that is part of a larger
unit about figurative language.