Grade 8

45 Minute Lesson

 

Goal: Students will understand how to identify and write similes and metaphors.

 

CT Frameworks: 2.1d Identify and analyze literary techniques an author uses that contribute to the meaning and appeal of texts.

 

Learner Background:  We are currently immersed in our mystery unit.  As a class, we have engaged in activities which help students understand the elements of mystery.  One of the main assessments for the mystery unit is to have students create their own mystery stories.  In previous lessons, we have been working on the necessary skill sets for writing a mystery story.  These skill sets include: identifying clues, red herrings, crucial clue, and the climax in a mystery.  On Monday and Tuesday, students identified and scripted the four types of conflict.  The four types of conflict are character vs. character, character vs. nature, character vs. society, and character vs. self.  These prior lessons as well as today’s lesson will help students write an engaging mystery story. 

 

Student Learning Objectives:  
1) Students will be able to identify similes and metaphors in published texts.

2) Students will be able to write their own similes and metaphors based off of specific objects.  

 

Assessment:  

1) Students’ simile and metaphor sentences on handout
2) Simile and Metaphor Exit Slip  

 

Materials/Resources:  

1) Simile Metaphor Power Point Presentation

2) LCD and Projector
3) Simile and Metaphor Handout
4) Object Images
5) Chart Paper
6) Post-Its
7) Exit Slip  

 

Learning Activities:  

1) Students will create their own similes and metaphors individually based off of specific objects.

2) In a group, students will discuss which were the best similes and metaphors for each object, and why those are the best choices.  

 

Initiation: Ask students to list some tools or techniques authors use in order to create good writing.  I will call on students for responses.  I will be looking for students to state figurative language.  If they do not mention figurative language, I will bring it up.  Then, I will ask for examples of figurative language.  I will explain to students that figurative language is an important tool to use in your writing, because it makes your writing more interesting to read as well as grabs the reader’s attention.  I’ll emphasize that I would like them to use figurative language when writing their mystery stories.  (5 mins) 

 

Lesson Development:  

•  I will begin class with a power point presentation on similes and metaphors. (10 mins)

• I will explain to students the definition for a simile and metaphor.  Next, I will model the examples of a simile and metaphor. (PowerPoint Presentation)

• Then I will show samples of similes and metaphors in famous texts.  I will call on students to identify the similes and metaphors in the various texts. (PowerPoint Presentation)

• Students will then work independently to create their own similes and metaphors. (10 mins)

• Each group will have four images of objects.  

• Each student in the group will trade the images with each member in their group.  

• Every student will be responsible for writing a simile and metaphor for each image.  Students will write their similes and metaphors on the Simile and Metaphor Handout.

• Next students will compare his/her similes and metaphors with other members in their group. (Please Note: I have organized all my groups according to mix ability levels.)

• Students will vote on which simile and metaphor is the best for each image.  

• Then each group will write the best similes and metaphors on post-its.      (5 mins)

• Next, students will post their best similes and metaphors on the chart paper around the room. (5 mins)

• I will instruct each group to start at different chart and to move clockwise in order to avoid chaotic transitions.

• After students post their similes and metaphors, I will go around the room and read each groups similes and metaphors.  This will provide students with the opportunity to hear a variety of similes and metaphors, which all pertain to the same object. (5 mins)

 

 

Closure:  Students will fill out an exit slip which asks, “What was your favorite simile or metaphor which your group created?” Next, students will have to evaluate their responses by explaining why their selection is a strong simile or metaphor. (5 mins)