The Simile Experience

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:

�� 6^th, 7^th, and 8^th 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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