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!�
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