Language Arts: Metaphors and Similes

Date: September 10, 2009
Teacher: Mr. West
Subject: 6th Language Arts
Metaphors and Similes

Standards:
Identify and interpret figurative language in an oral selection.
Discuss and analyze the effects on texts of literary devices, such as figurative language, dialogue and flashbacks
Use of figurative language

What we will learn (objectives):
Metaphors and similes are two forms of figurative language that writers use to describe and compare people or things. Students will recognize and distinguish between the two forms and will begin to use them to enhance their own writing.


How we will study it (process):
Day 1:
Journal: What does "Proud as a Peacock" mean?
The gifted ed teacher will tell the students that they will be learning about two tools writers use to make their meaning clear. The two are metaphor and simile. We will start with simile.

The gifted ed teacher will write the definition of simile on the board and students will copy into their notebook.

Simile: A figure of speech in which things are compared using the words "like" or "as", a comparison between two unlike things that have something in common. Tell students that similes usually have the word like and as found in the sentence that compares two things.

Share several examples: The surface of the water looked as smooth as glass; The bird was like a plane flying up in the air; He ran as fast as a cheetah; As hungry as a bear. Ask students for other examples and write on the board. Have students copy examples in their notebook under the definition. Read the Poem Predictable by Bruce Lansky. Ask students to list the similes.

As practice, have students complete "Ugly as a Mud Fence" worksheet. Do the first one or two together as a class. Answer any questions as needed. Both gifted ed and general teacher will be monitoring and assisting as needed. Come back together as a class and review answers. Have students complete "Sharp as a Lark" for homework.

Day 2:
Journal: Create similes that compare the following:
traffic cop and tea kettle
miner and gopher
airline pilot and an elevator
lion tame and musician

Collect homework. Ask if there were any questions regarding the homework. Ask students to give the definition of a simile, followed by 1 -2 examples.

Gifted ed teacher will tell students we are now moving onto metaphors. Write definition on the board.

Metaphor: A figure of speech in which things are compared by stating that one thing is another. Metaphors never use as or like.

Share several examples: Patty was a raging tiger when she lost her lunch money; During the night the forest was a dark, frightening battlefield. Ask students for other examples and write on the board. Students will copy examples in their notebook under the definition. Share these questions with the students when making the comparisons: What does it look like? What does it sound like? What does it feel like? What does it do? Think of texture, color, scent. Read several examples written by other students - ask if the poems answer any of the above listed questions. Ask what the picture could look like if one were to draw one.

As practice, have students complete "Flying Females" worksheet. Read instructions together and work on the first one in class. Come back together as a class and review drawings. Do the next one the same. Have students complete the last 3 independently. Before end of class, come back together to share. As homework, have students complete "Some metaphors I've heard."

Day 3:
Journal: Write about one of the metaphors you heard yesterday. Explain where, when, why, and what it means.

Collect homework. Ask if there were any questions with the homework. Ask students to share any metaphors they heard.

Have class review definition of metaphor and simile.

Have students count off by twos. Give each students two index cards. The ones write the word "simile" on one side of the card and on the other write an example. The twos do the same with metaphors. Students write their names on the card. Collect the cards and shuffle. Give each student two cards and have them check for correct examples. The students who checked now write their names under the first name. Both gifted ed and general ed teacher will be monitoring and assisting as needed.

Collect the cards and briefly check. As a review game, have a "starter" and first player. Read the example and the first of the two to get it right (simile or metaphor) moves to the next player. All students will participate. Class must remain quiet so all can hear the sentence or example. Play until all students have had an opportunity to stand.

Share some additional poems, simile and metaphor and have students comment. As final assessment, have students write either their own simile poem or create their own metaphor poster.

Students will choose their own topic and create either a simile poem - written or typed neatly, or a metaphor poem/poster, written neatly.

How we will know we learned something (product):
Ugly as a Mud Fence worksheet
Sharp as a Lark worksheet
Flying Females
Some Metaphors I've Heard
Class Index Cards
Similes Poem or Metaphor Poster

Who will score/grade what?:
to be determined


How will we differentiate content/process/product (if applicable):
Content: Use of Language Lessons for Creative Learners

Process: n/a

Product: create own poem or poster



Homework:
Sharp as a Lark worksheet
Some Metaphors I've Heard
Simile Poem or Metaphor Poster

What will we do at our next meeting?
Reflect on lesson and how to improve for next time.

Retrieved and modified September 10, 2009 from:
www.mce.k12tn.net/reading39/poetry/poetic_devices.htm
http://lesson-plans-materials.suite101.com/article.cfm/figurative_language_lesson_plan
http://hubpages.com/hub/simile-and-metaphors
http://www.poetryteachers.com/poetclass/lessons/teachsimiles.html
http://www.lessonplanspage.com/LAFruitPoetryUsingSimiliesMetaphorsIdea37.htm
Word Play, by R.E.Myers