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- Sherri L., Teacher
- Watkinsville, GA
Simile Teacher Resources
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What will your class members see in Sylvia Plath's "Mirror"? After reading the poem, learners engage in a Socratic seminar prompted by the provided questions. Individuals then create an illustration, focusing on the personification and figurative language in the poem, and share their interpretations with the class.
Mermaids will sing to your class members as they engage in an activity related to T.S. Eliot's famous dramatic interior monologue. After engaging in a socratic seminar about literary devices in the poem, individuals choose one interesting example of either hyperbole or imagery, and create an a visual representation. The illustrations are posted in time-line order following the progression of the poem.
When is a staple remover a fanged monster? In your ELA classroom when you're teaching this fun figurative language lesson, of course! Get your young writers using figurative language by making a game of it. Give groups a paper bag full of commonplace objects,, and have them describe them using figurative language. Afterward, other groups will try to guess what is being described. A graphic organizer and modeling make this activity accessible. Teach this lesson in conjunction with Langston Hughes' poem "Passing Love" or another poem heavy in figurative language.
Experiment with light and dark in a series of interactive activities that lead up to reading and writing poetry. Class members have the opportunity to observe their feelings while sitting in the light and dark and to play with shadow before reading a series of poems that relate to lightness and darkness. After reading these poems jigsaw style and participating in a class discussion, writers compose original poems based on their earlier observations.
Although this lesson is based on “Final Word,” Craig Wilson’s USA Today column, the strategies could be adapted to any local columnist. After reading three articles independently, groups share observations about content and style used by the author and then each member crafts an article in the author’s style. As a final word, articles could be sent to the journalist.
The Gettysburg Address is a powerful text. Use it to teach persuasion and the importance of word choice. The lesson detailed here includes a scaffolded background knowledge activity that includes image analysis of photos from the Civil War era. After your pupils have a strong understanding of the time period, lead them in a class reading and send them off to practice a group reading. The lesson includes a vocabulary list and a series of activities that focus on literary devices, repetition in particular. This Common Core designed resource will help your learners understand both the text and the power of language.
Set up your class to read Esperanza Rising, by Pam Munoz Ryan, through a class read-aloud and exploration of the setting. The detailed lesson outlines each step. First, class members read over the first few pages and focus on the setting, brainstorming ideas and talking with classmates to visualize the scene. Next, pupils form groups of three and jigsaw short informational texts, sharing with each other and then the class. Learners also use sticky notes to mark evidence in class and for homework.
Delve into Esperanza Rising by Pam Munoz Ryan with close reading and evidence-based, text-dependent questions. Part of a unit series, this well-sequenced, Common Core designed lesson draws on material from the previous day and from homework so that pupils begin the day with prior knowledge, and then move into more complex response work. The focus is on multiple readings, small group work, and close reading. Class members discuss the text, respond to questions, and continue to mark evidence with sticky notes.
How do you know what a character's personality is like if an author doesn't tell you? With a focus on character development in Esperanza Rising, pupils complete a jigsaw activity to analyze the actions of Mama, Abuelita, and Miguel. Once group members have shared with their expert group and their own group of three, they compare and contrast the other characters to Esperanza. Class members must make inferences using author details and character behavior. During this well-sequenced lesson, learners will complete a quiz, participate in a jigsaw activity, create posters and charts, and write briefly for an exit ticket, and close with a discussion about human rights.
Continue working through Esperanza Rising, by Pam Munoz Ryan, by looking into language choices and discussing text-dependent questions. Pupils converse in small groups and as a class about plot, setting, and figurative language. Using sticky notes, called evidence flags in the plan, class members mark evidence that corresponds with a series of questions. Create a class record of figurative language, and close with an independent writing assignment about Esperanza's life in California. Meet Common Core requirements as you delve into this text.
Give this skills-based assessment halfway through your unit on Esperanza Rising. After a brief review, class members take the test, which asks them to show that they know how to analyze the novel independently. They are asked to summarize, discuss the importance of the title, demonstrate knowledge of characterization, make inferences, and determine the meaning of words and phrases using context clues. The test focuses on chapter nine only and class members are permitted to use their books, notes, and evidence flags. Once learners are finished with the test, they participate in a structured seminar on metaphors and themes in small groups.
Start off your day with a quick reading comprehension quiz about chapter three of Esperanza Rising by Pam Munoz Ryan. After they complete the quiz, pupils participate in a discussion and look closely at the text. A strong Common Core designed lesson, the activities described here focus on discussing the text in groups, making inferences, responding to text-dependent questions, and using evidence. The lesson is nicely organized, with an entrance ticket and an exit ticket to tie the activities together.
Engage further in Esperanza Rising with a focus on close reading and metaphor. Class members zero in on the tenth chapter, examining characters and big ideas. Pupils discuss the text in small groups and as a whole class, and participate in a give-one-get-one activity, using their sticky notes to mark pieces of evidence that they want to share. As a final assignment, writers compose a response to a final question that sums up the lesson. An effective Common Core designed lesson.
Begin class with a short comprehension quiz and review and then move into a new genre: two-voice poems. The lesson provides information about this type of poetry as well as a video example made by eighth graders that you can show your class. After watching and listening, class members can refer to the included transcript as they compose their own two-voice poems comparing and contrasting two characters from the novel Esperanza Rising, by Pam Munoz Ryan. Spend some time discussing text features and previous notes about the characters before sending pupils off with their graphic organizers to draft their poems with a partner or small group. Close by sharing golden lines from the poems.
Determining a theme or central idea is greatly emphasized in the Common Core standards. Target that skill though big metaphors and central symbols in Pam Munoz Ryan's Esperanza Rising. Help your class reach the standard through discussion, close reading, text-based questions, a kinesthetic opinion survey, and a brief writing assignment. Every step is detailed, and every material is provided in this intelligently sequenced plan, which is part of a series.
Now that your class has read all of Esperanza Rising, take the time to tackle big metaphors and themes. Pupils will participate in an activity called Chalk Talk, in which they circulate around the room in small groups and add comments to charts that are labeled with five metaphors in the novel. Conduct a whole-class discussion on this activity, leaving some time to perform the two-voice poems that were written previously. Part of a well-sequenced series, the lesson will help wrap up the novel and big ideas.
How does an author develop his or her personal writing style? This presentation starts by looking at E.E. Cummings and some of his most notable works. As an author with a lot of style, he's the perfect example! Then, terms such as figurative language, symbol, irony, and imagery (among others) are defined and examples are given. Several practice opportunities are also provided.
If you teach AP English language and composition and are looking for a way to address the differences between written and spoken arguments, consider this lesson. Over the course of three days, class members research Charles Darwin or John Paul II, write a speech in the voice of their subject, determine the two best writing samples through consensus, and analyze these for diction, syntax, bias, and figurative language. Lastly, they write either a timed or take home comparison essay.
This is a very much detailed five-day plan on writing portrait poems. Throughout, class members review figurative language and work systematically to develop their poems. The teacher provides rubrics for the poem as well as a portrait they create in art class. It is supposed to reveal significant characteristics of the person they select as their subject. The lesson relates to the children's book Grandpa's Face by Floyd Cooper, but it is not integral. Related materials may not be accessible.
Examine and distinguish between words that have similar definitions but different connotations. Middle schoolers define connotation and denotation and participate in a "shades of meaning" contest in small groups. Groups use the Visual Thesaurus to match words that have similar definitions but different connotations.