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.]