The Simile Experience
Anna Spence
Purpose:�������������������������������� This mini-lesson is intended to teach students the
meaning of�
����������������������������������� ����������� similes and
to show them how to use similes effectively in their writing.� A simile is an important literary device for
students to learn about and can enable them to strengthen and add depth to
their writing.
Time:������������������������������������ Around 40-45 minutes
����������������������������������� ����������� This mini-lesson must be done in the fall when piles of leaves are on
the ground in or near the schoolyard.
Materials:����������������������������� For teacher:�
Must have big piles of leaves gathered on the ground in the schoolyard,
an overhead transparency of 6-7 examples of comparisons (some being similes and
some not), construction paper and crayons and markers and any other possible
art supplies to distribute to students
����������������������������������������������� For
students:� Clothes they aren�t worried
about possibly getting a little dirty (remind them of this before the day of
this mini-lesson), art supplies supplied by teacher, pencil or pen, notebook
paper
Objectives:��������������������������� NCTE Standards:
6.
Students apply
knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create,
critique, and discuss print and non-print texts.
NCSCS
Standards for English/Language Arts:
��������������� 6th, 7th,
and 8th Grade Competency Goal 5:�
The learner will�
��������������� respond to various literary genres using interpretive and
evaluative processes.
5.01
Increase fluency,
comprehension, and insight�
����������� through a
meaningful and comprehensive�
����������� reading
program by:
�
Discussing and
analyzing the effects on texts of such literary devices as figurative language,�
Script:����������������������������������� Okay everyone, we�re going to go outside for just a
little bit for an activity I have planned��
�����������������������������������������������
for us today, but before we go I need to
mention a few things to you.� Can anyone
tell me what time of year it is?��
[Students will hopefully yell out �Fall!�]� �Right, and have you noticed what has been
falling from the trees onto the ground in big piles?� Yes!�
Leaves!� And if you�ll notice when
we go outside in just a few minutes there are three or four huge leaf piles in
front of the school.� These leaves are
just waiting for you all to come and really experience them.� They want you to see up close how they feel,
smell, and look.� Just don�t eat them;
that�s not necessary for this particular activity.� Ok, so when we�re outside I dust want you to
focus on the leaves, and remember your thoughts about them outside because you
will need them for our activity.� On a
more serious note, please no horse or rough-playing outside because I don�t
want anyone to get hurt.� If something
like that happens we won�t be able to have fun activities like this anymore,
but I know that none of that will happen with you all because I know that all
of you are responsible enough to be able to have a good time without letting
yourselves get out of control.� Ok, let�s
go!�� [Spend about 10-13 minutes
outside.� Tell students to pick their
favorite leaf to bring inside for the activity] �Alright, now that we�ve fully
experienced the leaves, what was that like?� What were the leaves like?� Can you think of anything you can compare the
leaves to?�� [Have the class share
ideas.� Have them use like or as in their
comparisons, and write their ideas on the board.� Underline the words like or as in each
simile.]� �These are all great!� Do you see how we are comparing the leaves or
the experience of running through the leaves to other things?� These comparisons that we�re making are
called similes.� Can you figure out what makes similes
different and unique from all other ordinary types of comparisons?� Here�s a clue:� what is one thing that all of your
comparisons listed on the board contain?��
[Hopefully students mention like or as, if not guide them.]� �Right!� Similes are comparisons that must contain the
word like or the word as.�� [Write simile
on the board, and have students tell you the definition to write.� Then have examples of about six to seven
comparisons on the overhead (some of them being similes and some not).� Read each comparison, and have students call
out if it�s a simile or not and tell why or why not.� Then give students time to come up with their
favorite simile(s) about the leaves or the experience they had.� They can illustrate or write their simile(s)
in any way (in a poem, on a poster, in a story, in a song, etc�) and afterwards
ask some volunteers to share.� After this
activity hang all of the students� simile illustrations and writings on the
walls.]
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