Cheri Maynard Mini-lesson Plan
RE 3150-439 Similes and Metaphors in Poetry
Points/Objectives:
Poetry can be a difficult literary genre for some students to master. A lesson on similes and metaphors can help students to identify the reason why poets use these elements—in other words, the impact of metaphors and similes—as well as aid them in creating more eloquent poetry of their own
NC Seventh Grade
Language Arts Competency Goal: 5.02
“Study the
characteristics of literary genres…” (which includes poetry)
Similes and metaphors are used by poets to give their poems more impact and drama. This mini-lesson will cover elements in Competency Goal 5.02 by introducing and teaching two related tactics used by poets to create richer poetry.
Materials Needed:
Examples of poems using metaphors and similes
Examples of teacher’s poem, “On the Outside”
Review: (5 minutes)
Teacher: “We have discussed various styles of poetry. Who can tell me one style of poetry?”
Student: “Haiku.”
Teacher: “Describe a Haiku poem.”
Student: “It has three lines.”
Teacher: “Yes, that’s right. What else?”
Student: “The first line always has five syllables.”
Teacher: “Good! And the other two lines?”
Student: “The second line has seven syllables. The third line also has five syllables—just like the first line.”
Teacher: “Very good! What are some other forms of poetry?”
Student: “
Teacher: “Yes! What else?”
Student: “Cinquain.”
Teacher: “Tell me about cinquain.”
Student: “Well…it has five lines and the first line only has one word.”
Teacher: “That’s right. What about the second line?”
Student: “Two words.”
Teacher: “What is the job of those two words in the second line?”
Student: “They describe the first word?”
Teacher: “Is that your answer?”
Student: “Yes.”
Teacher: “Then say it with conviction!”
Student: “The two words in the second line describe the word in the first line!”
Teacher: “YES! And what about the third line?”
Student: “Three words put together to show action!”
Teacher: “Now, there’s conviction! That’s right! What about the fourth line?”
Student: “Four words!”
Teacher: “And what do those four words do?”
Student: “They express feeling.”
Teacher: “That leaves the fifth and final line. What does that line do?”
Student: “It describes the first line.”
Teacher: “You guys are so good! Can anyone think of another style of poetry?”
Student: “Free verse.”
Teacher: “Excellent! Describe free verse.”
Student: “It has rhythm, but no rhyme.”
Teacher: “You’re absolutely right! What else?”
Student: “It doesn’t have to follow a certain kind of structure—like cinquains and haikus do.”
Teacher: “Right! Are there any questions about the styles of poetry we’ve discussed so far?”
(If there are no questions, the teacher moves on to today’s lesson.)
Introduction/Purpose
(2 minutes):
Teacher: “Now that you all have a good grasp of the various forms of poetry, I want you to learn a technique that many poets use to give more artistry and eloquence to their work. Often, a poem will include either a simile or a metaphor to create drama or to give greater imagery to their work. Does anyone know what a simile is?”
Student: “I think it’s when something is being compared to something else by using the word ‘like.’”
Teacher: “That’s right. Can you give an example?”
Student: “Her claws, like razors, sliced my skin.”
Teacher: “Whew! That’s excellent! So, a simile compares one thing to another, using the words ‘like’ or ‘as.’ What about metaphors? Can anyone describe a metaphor?”
(no answer after 10 seconds)
Teacher: “Well, a metaphor is similar to a simile in that it describes something by comparing it to something else. The difference is that you don’t use ‘like’ or ‘as’ in metaphors. A metaphor pretends something is something else with comparitive qualities. Let’s take the razor claws comparison again. ‘I was sliced by her razor blade claws.’ Do you see the difference? (nods) Great!”
Guided Practice (5
minutes):
Teacher: “I am giving you each some copies of poetry in which metaphors and similes are used. As soon as you get them, put them in your 3-ring binders. I’ve punched holes in them for you. I’ll give you all a moment to put them in.”
Teacher: “Look at the first poem. “It’s titled “Absences.” Where is the simile?”
Student: “Where it says ‘Now only these poor snow-flowers in a heap, like the memory of white dress cast down.”
Teacher: “That’s
it! Why do you think he used a simile
here?” (no
answer) “What would this line be like
without the simile?”
Student: “Dead.”
Teacher: “It certainly wouldn’t have as much visual imagery, would it? It wouldn’t be nearly as interesting. Now, look at the second poem. It is full of similes. What is chocolate cake being compared to?”
Student: “Friendship.”
Student: “Heaven.”
Student: “Life.”
Student: “Happiness.”
Teacher: “Yes! Are they good comparisons?”
(nods from the students)
Teacher: “What do you see that’s different in the third poem?”
Student: “No similes.”
Teacher: “That’s right, but there are many descriptive comparisons aren’t there? What are they?”
Student: “A bow is compared to burning gold.”
Student: “And a chariot is compared to fire.”
Teacher: “If William Blake had left out the metaphors here, how would it read?”
Student: “Bring me my bow. Bring me my arrows. Bring me my spear. O clouds unfold. Bring me my chariot…”
Teacher: “Does that bore you as much as it does me?”
(The students nod their heads in agreement.)
Independent Practice
(13 minutes):
Teacher: “The second handout I’ve given you is a poem I wrote. I call it ‘On the Outside, On the Inside.’ What did I use to convey how I let people see me on the outside and how I see myself on the inside?”
Student: “Metaphor!”
Teacher: “You are exactly right! I used metaphor. However, I could’ve also used simile. Can you see that?”
(The students nod their heads.)
Student: “Yeah, you could’ve said, ‘I am like a river’.”
Teacher: “Yes, I could have, and it would have been effective too, but I liked the metaphor instead. It just felt right in this particular poem. What I want you each to do now is to take out a sheet of paper and write your own ‘On the Outside, On the Inside’ poem, using either simile or metaphor—your choice. When you are finished, please write at the bottom of the poem your name and whether you used simile or metaphor. Any questions? (The students shake their heads.) All right! Happy writing!”
Closure (1 minute or
less)
Teacher: “Your poems
look excellent! I can’t wait to read
them all! I hope you all feel that you
have a good understanding of metaphors and similes now—how they’re alike and
how they’re different. I challenge you
to take advantage of these new tools in your writing toolbox. Let me see evidence of them in your writings
down the road! Practice them in your
writings outside of school!”