Lesson Plan of Similes in English language
Students` Learning Outcomes
- Analyze and use some analogies and more similes in speech and writing.
Information for Teachers
- A simile (pronounced: SIM-uh-lee) is a figure of speech which is used to make our language more rich and beautiful.
- We use similes to describe things by comparing them to other things which have some similar attribute or quality. For example, if I want to say someone is fast, I can say she is as fast as a horse/cheetah/tiger/panther.
- Most of the similes use the words like or as e.g. as black as coal and happy like a bird in flight.
- It is important that children understand that similes can be developed and they should try to come up with original and creative word.
- As writers they must understand that they should learn commonly used similes but can also come up with their own once in a while to remain original.
Material / Resources
Writing board, chalk/marker, textbook, photocopies of the poem, chart and marker for poem display.
- Write the following Simile Poem on the writing board/ or write on a chart paper and decorate with pictures and read it aloud with expression, as;
-Poor as a church mouse,
– Strong as an ox,
-Cute as a button,
-Smart as a fox,
-Thin as a toothpick,
-White as a ghost,
-Fit as a fiddle,
-Dumb as a post,
-Bald as an eagle,
-Neat as a pin,
-Proud as a peacock,
-Ugly as sin.
- When people are talking, you know that what they`ll say as soon as they start to use a cliché.
- Introduce / Reinforce similes. Tell them similes make our descriptions and writing more beautiful and rich.
- Explain the use of like / as;
- Give examples of things to explain how common traits are lied to each other; as fast as a horse/cheetah/tiger/panther
- Write the following sentences on the writing board and ask the students to work in pairs and analyze these sentences whether they are similes or not.
- Ask the students to write similes in front of those sentences which they think are similes and write not similes which are not similes.
1. He`s as strong as an elephant.
2. My brother is a dragon.
3. Sad like tigers locked in cages.
4. It`s as cold as ice.
5. Especially my sister, who is a tall giraffe.
6. It`s as light as a feather.
7. We are a busy family with many things to do.
8. Happy like a bird in flight.
- Monitor and help the students.
- Once the students are done with this activity, ask the students randomly to tell the answers.
- All the options are similes except option 2, 5, and 7.
- Write the following words on the writing board and ask the students to copy in their notebooks.
- Ask the students to come up with things that share the following attributes/qualities. As;
- Write the following sentences along with the word bank on the writing board.
- Ask the students to copy and read the words in the words bank.
- Tell them to read the sentences carefully and write appropriate words in the blank spaces.
Light, thin, sharp, blind, wise, as;
1. He`s really smart. He is as ______________ as an owl.
2. Don`t touch that broken glass. It`s as ___________ as a razor.
3. It does n`t weigh much. It`s as _________________as air.
4. Without his glasses, he`s as ________________ as a bat.
5. She is so skinny, She`s as ________________ as a toothpick.
- Monitor and help the students.
- Ask students if someone is very active, what can you compare him or her to?
- Brainstorm possible options and then choose on one or two.
Sum up / Conclusion
- Ask the students, as;
– What are similes?
– How we make similes?
– What words are mostly used to make similes?
- Involve the students in solving problems given exercise at the end of unit/chapter.
- Write the correct options on the writing board and ask the students to do the self-correction.
- Take rounds of the class and ask the students about their scores.
- Give them the poem with blanks and ask them to fill it up.
- Ask the students to write three similes with like and three similes with as, of their own, as;