simile- A comparison between two things using like and as. Similes are often used in poems to emphasize a point.

poem- A kind of writing, usually in verse. Poetry verse is set out in short lines with words put together in rhythm or rhyme or both. Poetry is about a writer sharing with the reader an experience or strong feelings. Poems are written with words chosen for their sounds and beauty as well as their meaning.

In this lesson, students will understand what similes are and how they are used.

 Students will:

• identify the use of simile in text
• create their own similes as they write a poem about themselves

45 minutes

• As Quiet as a Cricket by Audrey Wood
• Simile Brainstorming chart (1 for each student and 1 for the overhead or document camera)
• https://www.readwritethink.org/files/resources/lesson_images/lesson907/brainstorm.pdf

• Writing paper
• White construction paper cut in half (1 half sheet for each student)
• pencils, crayons and/or markers

https://www.readwritethink.org/files/resources/lesson_images/lesson907/brainstorm.pdf.  “Brainstorm.” ReadWriteThink, an affiliate of Database Publisher <Thinkfinity.org>. 10 March 2010. www.thinkfinity.org.

Begin the lesson by asking student if they have ever been told:

• You swim like a fish
• You hop like a bunny
• Be as quiet as a mouse
• You’re as sneaky as a snake

Discuss with students the meaning that these statements convey.  "What image or picture comes to your mind when you hear, 'You swim like a fish'?  What conclusions can you draw from that statement?"

Ask the students if the following statements make sense and discuss why or why not:

• She was as quiet as a thunderstorm
• He was as small as a whale

Introduce what a simile is and its function:

A simile is a figure of speech in which two essentially unlike things are compared, using the words like or as.

Point out that all of the phrases discussed so far have been similes.  Display similes discussed using chart paper, overhead or document camera (You swim like a fish, You hop like a bunny, Be as quiet as a mouse, You’re as sneaky as a snake).  Emphasize the comparison of two unlike things (i.e. A person and a bunny) and the use of like or as.

Present the book, As Quick as a Cricket by Audrey Wood, illustrated by Don Wood.    Explain that the author, Audrey Wood, has chosen to use similes her writing.  "As we read, let's think about why she made that decision and how the similes help us to have a better understanding?"  Read the story aloud pausing to allow for discussion.  Draw students attention to the use and features of simile in the text (comparison of unlike things using the words like or as).  Ask questions about each sentence.

Examples:

• What does it mean to be as "quick as a cricket"?
• What other animal could have been used instead to express the same idea?
• Does it mean the boy is a cricket?

 At the end of the book, discuss the last sentence, "Put it all together, and you've got me."Discuss the meaning, that everyone has many characteristics, etc.

Restate the question posed before the reading began. "Why do you think the author, Audrey Wood, chose to use similes in her writing of this book?" Ask the students if the use of similes helped us understand how quiet or how wild the boy is.

Would they have this good of an understanding if the story just said: he was hot, he was quick, he was large?

Explain that the story is written in the form of a poem.  Discuss together characteristics of the text that make it a poem. Explain to students that they are going to be authors like Audrey Wood and using similes to write their own poems about themselves.  Display the simile brainstorming chart using an overhead, document camera, or interactive whiteboard.  https://www.readwritethink.org/files/resources/lesson_images/lesson907/brainstorm.pdf

 Write your name at the top and think aloud as you brainstorm 3-7 traits about yourself and include them in the boxes provided. (i.e. funny, smart, quiet, kind, brown eyes, curly hair)  Once you have brainstormed 3-7 traits, think aloud as you begin to create similes for them.  "I am funny.  Let me think of something else that is funny. . .A joke.  I am as funny as a joke."  Record that simile in the corresponding box of your brainstorming chart.   "My eyes are brown.  Let me think of something that is also brown. . .Chocolate.  My eyes are brown like chocolate."  After modeling the first two, invite student ideas, response and support as you create the remaining similes.  This gradual release of responsibility will help to prepare them for their own writing and give you an idea of their level of understanding. Repeat the process until all traits have produced a simile. 

Distribute copies of the brainstorming chart to each student.  Explain that they must complete 3-7 traits on the chart and then create a simile for each. Circulate around the room as they complete the chart.  Provide praise, support and specific feedback as you interact with them.  Allow the teacher made chart and the book As Quick As A Cricket to remain available for the duration of this independent work time to serve as mentor texts for students in need of examples or ideas. 

Students will complete this task at different rates of time.  Instruct the students to follow the procedure established in the classroom for when work is finished early (i.e. read a book, write in your journal, practice math facts etc.). When about two thirds of the class have completed the brainstorming chart, signal the class to stop working and explain the next part of the writing project.  Before beginning, ask for volunteers to share similes that they have created about themselves.  This will serve to provide further modeling for those students that might continue to struggle and to give you an opportunity for a quick informal assessment.  If reteaching or modeling is necessary, take some time to do that.  If students seem to be creating interesting similes about themselves, then begin to explain the next step in this writing process. 

Explain to students that they will be copying the similes that they have created on their charts onto writing paper.  Model the process.

I am as funny as a joke.

My hair is as curly as a Christmas ribbon.

I am smart like a book.

I can be as quiet as a whisper.

My eyes are dark like chocolate.

Put it all together, and you've got me. (Students have the option to use the ending from Audrey Wood's book or to come up with their own.)

Explain to students that after they have transferred their similes onto the writing paper, thus completing their poems, they are to create a visual representation of the simile that they are most proud of.  Model selecting a simile from the poem.  "I really like 'My hair is as curly as a Christmas ribbon'.  I get a really great picture in my head of all that curly Christmas ribbon on top of the presents and how it springs into place just like my hair.  In my picture, I think that I am going to draw me with my curly hair holding a present with a very curly ribbon on top."  Distribute half sheets of white construction paper to the students and instruct them to work in the following order.

1.  Complete 3-7 traits on the brainstorming chart

2. Create a simile for each trait.

3. Transfer your similes onto writing paper and add an ending

4. Create a picture to illustrate your best simile.

Allow for time at the conclusion of the project for students to share their poems with the class.  (This can occur immediately following the lesson, later that day or the next day, depending upon rate of completion and time constraints.)  Allow for respectful student response to the reading of the poems. Be sure to ask questions like, "Why did you select that simile as your best?" Use the rubric below to help with instructional decision making and plan for future learning opportunities.

Technology Connection:

• Have students draw a visual representation to accompany each of the similes they have created.  Use the illiustrations from As Quick as a Cricket as inspiration if needed.  Scan the illustrations onto the computer.  Using a digital story telling software like Microsoft PhotoStory http://www.microsoft.com/windowsxp/using/digitalphotography/PhotoStory/default.mspx, have  students record the reading of their poems to accompany their illustrations.

Extensions:

• Working in small groups, have students use the digital camera to take pictures around the school campus.  Groups will come up with similes to describe the photos. 

WHERE TO:

W:  During this lesson, students identify characteristics of simile, examples of simile, examine how writers use simile to convey the meaning of a story and how the use of simile supports their understanding of a story.  The lesson is designed to introduce this skill to second grade students using the book As Quick as a Cricket by Audrey Wood. In this lesson, students discuss the use of simile helped them to better understand the story and how to use simile to create descriptive poems.

H:  Students have the opportunity to make a personal connection to the topic before beginning the lesson.

E:  Students will become familiar with similes by listening to As Quick as a Cricket by Audrey Wood together and discussing how the similes supported their understanding of the text.  Following the story the teacher will provide an opportunity to model writing similes and provide some opportunities for student participation and guided practice.

R:  Students re-enforce what they have just experienced by using the same process to create their own similes.

E:  Students apply what they have learned by creating descriptive poems about themselves containing similes.  You will be able to determine each student's individual understanding through your observations and conversations with them as they work and through the analysis of their completed poems and the illustrations that will accompany them.  Your observations and interactions will offer insight into what the class as a whole understands and what might need to be revisited.

T:  The lesson includes working as a class and individually.  It is both oral and written and includes numerous opportunities for participation.

O:  The lesson begins with a personal connection, followed by explicit instruction and modeling, guided practice with feedback and independent practice with feedback.

At the start of the lesson, listen for evidence that students understand the concept of simile through their discussion/identification of the simile examples from their own lives.  If the class has difficulty understanding the concept of simile you may need to provide further examples of similes that they would be able to relate to.

While reading the story, employ a think-aloud approach in order to draw attention to the structure of similes and how they help you as the reader to get a better picture in your head or understanding of the story.  Allow opportunities for students to respond to your thinking aloud and to the text itself.  Listen for evidence that students are recognizing similes in the text and how those similes are supporting their understanding.

Continue modeling through thinking aloud as you create your own similes based on your own traits.  Again, allow opportunities for students to respond to your thinking aloud and to provide their own suggestions for similes.  Listen for evidence that students are recognizing the structure of a simile (make sure that they are using the words like or as) and adjust your level of support (thinking aloud) to promote a gradual release of responsibility to the students as you work to complete your simile brainstorming chart.

As students begin to independently create their own similes, circulate around the room observing and interacting with the students.  Listen for evidence that they have an understanding of simile, that they are comparing two unlike things using like or as.    Provide immediate feedback to students through praise, modeling, or reteaching.  Provide praise, support and specific feedback as you interact with them.  Allow the teacher made chart and the book As Quick As A Cricket to remain available for the duration of this independent work time to serve as mentor text for students in need of examples or ideas.  For some students, repeated exposure to this story may be necessary before they can be successful. 

Upon completion of the students' poems, invite students to share their completed pieces with the class.  Use the rubric below as a guide to help you determine each student's level of understanding. 

 Use your observations and the rubric to determine the instructional focus and level of support that would be appropriate for the next lesson.  If the majority of students in the class appear to be in need of reteaching, then it will be necessary to repeat this lesson using another story or poem containing examples of simile.  Perhaps even looking at examples of common similes that students might already be familiar to them (i.e. As quiet as a mouse, as strong as an ox, etc.).  This activity may also be done in a small flexible group if this level of support is only required for a few. 

Materials/resources needed for Technology Connection:

Digital Storytelling software

http://www.microsoft.com/windowsxp/using/digitalphotography/PhotoStory/default.mspx

scanner or digital camera (to capture student illustrations)

computer with microphone (to record student retelling)