Metaphors and Similies

Subject Area

English Language Arts

Grade(s)

Overview

In this activity, students will be taught how to recognize figurative language (similes & metaphors) in poems/poetry and give an explanation for the meaning of metaphors and similes used in poems/poetry.

This activity was created as a result of the ALEX Resource Development Summit.

Content Standards

English Language Arts (2021) Grade(s): 4

ELA21.4.10
Interpret words and phrases, including figurative language, as they are used in a text.

Unpacked Content

Vocabulary

Interpret
Figurative language

Knowledge

Students know:

Strategies to identify word meaning in context.
Figurative language is a creative way to use words and phrases beyond their literal definition to explain or describe something.

Skills

Students are able to:

Explain the meaning of words and phrases that are specific to the text.

Understanding

Students understand that:

Words and phrases, including figurative language, can have different meanings in different texts.

Interdisciplinary Connections

Phase

Before/Engage

Learning Objectives

The students will explain the meaning of simple similes and metaphors.

Activity Details

Introduce the terms metaphors and similes to the students.
Explain the difference between a metaphor and a simile--for example, both similes and metaphors compare two things. Similes use the words “as”, “like” or “then” and metaphors do not. “Robin is like a baby” is a simile because Robin is being compared to a baby using “like.” “Robin is a baby” is a metaphor because Robin is still being compared to a baby, but without using the word “like.” Tell the students that authors use these figurative language devices to compare two, unlike things. By using comparisons authors are able to explain something more deeply in fewer words.
The teacher may also choose to introduce alliteration as she teaches metaphors and similes.
Tell students they will be listening to a poem that uses similes and metaphors. They will need to listen carefully and also read along as each word is read in order to identify the use of simile and metaphor.
The teacher will read the poem “Time Out.” The teacher should provide a copy of the poem for the students to follow along as she reads the poem aloud. As the teacher reads the poem aloud to the students, the students should follow along using their index finger to track their reading.
As the teacher reads the poem, point out a simile and metaphor. Draw a T-chart on the chart paper. On one side of the t-chart write the word simile and on the other side of the T-chart write the word metaphor. As you read the poem, choose a simile and a metaphor from the poem. Write the simile/metaphor from the poem in the correct column. Ask the students to underline the similes and or metaphors in their text, as you write them on the board. Explain the meaning of the similes and the metaphors to the students but also give the students an opportunity to explain their meaning of some of the similies and metaphors that they were asked by the teacher to underline.

Assessment Strategies

Ask the students to underline the simile and or metaphor in the text, check each students paper to ensure that they have underlined the correct simile and metaphor that you have written on the chart paper. Students will share aloud the meanings of the similies and metaphors from the text.

Acceleration and Intervention

Variation Tips

Students who struggle during the T-chart activity can work with a peer or be given examples of similes and metaphors to sort as a center activity.

Background and Preparation

Background / Preparation

The teacher should familiarize themselves with the difference between a metaphor and a simile. The teacher will also need- chart paper, markers, index cards, computers, projector/smart board.

Author

Owner (Author)

mjackson

Design by Adaptive Theme