Lesson: Similes

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Lesson Objective

Students will be able to identify similes and explain their meaning in a poem.

Lesson Plan

Connection (3-5 mins): Students should be seated on the carpet with a partner.  They will be expected to turn and talk to this partner throughout the lesson.  Readers, over the past couple days we have learned a lot about poetry.  You have learned different styles and characteristics of poetry as well as different ways use words in poetry.  Sometimes authors use figurative language to make an image in poetry come alive.  One type of figurative language is a simile.  Today, we will learn about and read many examples of similes in poems.

Teach/Active Engagement (10-12 mins):  A simile is a comparison between two things using the words like or as.  For example, Ms. Smith is a tall as a giant.  In this comparison I am explaining how tall I am by using a simile.  This helps to create an image in my mind.  I know that giants are incredibly tall so if I am comparing Ms. Smith to a giant she must be really tall. 

Authors use similes in the same way.  They compare certain things in their poems to help the reader create an image in their mind.  This makes the writing much more powerful.  Let’s look at an example of this type of figurative language. 

Teach reads aloud poem below.

Eyes and Nose
His eyes were bright blue
like the sky's nearly night.
His nose was like a bulb
with a red shaded light.

In this poem I noticed two similes.  The first one is, “ his eyes were bright blue like the sky’s nearly night”.  In this comparison the author used the word like to compare to objects so I know it’s a simile.  In this sentence the author is comparing someone’s eyes to the sky when it’s almost dark.  In my mind I can picture how the sky looks when it’s almost dark and it’s a light blue that fades into darker blue.  This image helps me imagine what the boy in the poems eyes look like. 

Let’s look at the second part of the poem.  Did you notice another simile using the word like?  Turn and tell your partner what you imagined while reading this simile. Students turn and talk.  Teacher asks students to share out their responses.  Students should respond that they noticed the author was comparing the nose of the boy to a red bulb.  This should create an image of a really rosy red nose. 

That was great work readers.  I think you are now ready to try on your own.  Today, when you return to your seats you will read several different poems.  As your reading I want you to think about the similes in the poems and what they help you imagine in your mind.  You may return to your seats.

Independent Reading (15-20 mins): During independent reading time students should complete the worksheet that has several examples of poems with similes.  They will be expected to underline the simile and explain the meaning of the simile.  This should be collected at the end of work time.  Students can share out responses to their answers during this time as well.

Exit Slip/Share (3-5 mins):  Teacher should collect the worksheets at the end of workshop time.  These will be used to evaluate which students need more practice with the skill.

Reflection: Similes are one of the easiest examples of figurative language to teach because the words “like” or “as’ help students focus on the comparison.  The difficult part of this lesson is to explain the meaning of the simile.  Many students struggle with this part and may need additional remediation after the lesson. 

Lesson Resources

simile worksheet   Classwork


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