Lesson Plan of Similes in English language

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Lesson Plan of Similes in English language

Grade V

Students` Learning Outcomes

  • Analyze and use some analogies and more similes in speech and writing.

Information for Teachers

  • A simile (pronounced: SIM-uh-lee) is a figure of speech which is used to make our language more rich and beautiful.
  • We use similes to describe things by comparing them to other things which have some similar attribute or quality. For example, if I want to say someone is fast, I can say she is as fast as a horse/cheetah/tiger/panther.
  • Most of the similes use the words like or as e.g. as black as coal and happy like a bird in flight.
  • It is important that children understand that similes can be developed and they should try to come up with original and creative word.
  • As writers they must understand that they should learn commonly used similes but can also come up with their own once in a while to remain original.

Material / Resources

Writing board, chalk/marker, textbook, photocopies of the poem, chart and marker for poem display.

Introduction

  • Write the following Simile Poem on the writing board/ or write on a chart paper and decorate with pictures and read it aloud with expression, as;

                           -Poor as a church mouse,

                         - Strong as an ox,

                         -Cute as a button,

                         -Smart as a fox,

                       -Thin as a toothpick,

                       -White as a ghost,

                      -Fit as a fiddle,

                       -Dumb as a post,

                       -Bald as an eagle,

                      -Neat as a pin,

                     -Proud as a peacock,

                     -Ugly as sin.

  • When people are talking, you know that what they`ll say as soon as they start to use a cliché.
  • Introduce / Reinforce similes. Tell them similes make our descriptions and writing more beautiful and rich.
  • Explain the use of like / as;
  • Give examples of things to explain how common traits are lied to each other; as fast as a horse/cheetah/tiger/panther

Development

Activity 1

  • Write the following sentences on the writing board and ask the students to work in pairs and analyze these sentences whether they are similes or not.
  • Ask the students to write similes in front of those sentences which they think are similes and write not similes which are not similes.

              1.      He`s as strong as an elephant.

              2.      My brother is a dragon.

              3.      Sad like tigers locked in cages.

             4.      It`s as cold as ice.

             5.      Especially my sister, who is a tall giraffe.

             6.      It`s as light as a feather.

            7.      We are a busy family with many things to do.

            8.      Happy like a bird in flight.

  • Monitor and help the students.
  • Once the students are done with this activity, ask the students randomly to tell the answers.
  • All the options are similes except option 2, 5, and 7.

Activity 3

  • Write the following words on the writing board and ask the students to copy in their notebooks.
  • Ask the students to come up with things that share the following attributes/qualities. As;

Activity 3

  • Write the following sentences along with the word bank on the writing board.
  • Ask the students to copy and read the words in the words bank.
  • Tell them to read the sentences carefully and write appropriate words in the blank spaces.

Light,    thin,    sharp,     blind,     wise, as;

                 1.      He`s really smart. He is as ______________ as an owl.

                 2.      Don`t touch that broken glass. It`s as ___________ as a razor.

                 3.      It does n`t weigh much. It`s as _________________as air.

                 4.      Without his glasses, he`s as ________________ as a bat.

                  5.      She is so skinny, She`s as ________________ as a toothpick.

  • Monitor and help the students.

Activity 3

  • Ask students if someone is very active, what can you compare him or her to?
  • Brainstorm possible options and then choose on one or two.

Sum up / Conclusion

  • Ask the students, as;

-          What are similes?

-          How we make similes?

-          What words are mostly used to make similes?

  • Involve the students in solving problems given exercise at the end of unit/chapter.

Assessment

  • Write the correct options on the writing board and ask the students to do the self-correction.
  • Take rounds of the class and ask the students about their scores.
  • Give them the poem with blanks and ask them to fill it up.

Follow up

  • Ask the students to write three similes with like and three similes with as, of their own, as;


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