Poetry Lesson: Similes and Metaphors Overview (brief description of students, subject, topic, and skills/concepts) This week

we started a poetry unit. Students have explored reading poems as a class, individually, and with partners. We have talked about how to read poetry and take on the voice of the author/narrator. Second graders have had fun modeling reading poetry in front of the class. The class has also experienced writing their own poems. They have focused on using imaginative language that helps readers to envision pictures in their minds. Understandings (What big ideas do you want students to know/understand and be able to do/have the skill at the end of this lesson?) Students will understand the purpose of using imaginative language to engage their audience Students will understand the function of similes and metaphors to compare one thing to something else Students will understand how using similes and metaphors help readers envision mental pictures in their heads

Standards (What standards can you cite from CCSS, NGSS, MA History/Social Sciences Framework, other?) - Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. Objectives (What skills and concepts must the students achieve in this lesson? To what degree? Think gradual release of responsibility.) Students are able to identify similes and metaphors in poems Students are able to write their own similes and metaphors Students are able to create images with their writing

Assessment (What will you use to check for how well students achieved the objectives? How will students demonstrate achievement and understanding? How will they know that they have achieved their goal?) I will check for understanding using a class list as a checklist. Students will receive checks when they successfully identify similes and metaphors. I will also check for

understanding through collecting student work samples. I will know students have achieved the objectives if they are able to write their own similes and metaphors. Instructional Approach. (How will you introduce topic, explain/model/guide skill development, provide activities for practice/application, and differentiate instruction? What is your allotted time for each step and your plans for closure? Sequence this section with #s.) 5 minutes Great poets help readers create pictures in their mind as they read. One way poets create visuals is with similes and metaphors. Sometimes the best way to describe something is to compare it to something else. For similes, we can use the words like and as to make these comparisons. With metaphors, we don't need these connection words. We simply say that something is something else. I will write the words and definitions of simile and metaphor on the board with examples. Example: Im as quick as a cheetah running through the jungle vs. Im a cheetah running through the jungle. 5 minutes Put poems up on Smartboard from http://kids.lovetoknow.com/wiki/Simile_Poems_for_Kids and identify similes and metaphors together and talk about how they help the reader to understand and imagine.

My Family My mom is like a fire. She's always warm, but sometimes she gets too hot. My brother is like a tornado. He always moves fast and spreads destruction wherever he goes. My sister is like a snowstorm. She's pretty to look at and icy at times, but with a little bit of sunshine, that iciness melts. Together we are like a partly cloudy day. We have our moments of darkness and gloom, but the sun always peeks through. The Basketball The basketball is an airplane, It flies down the court heading straight for the basket. The basketball is like a heartbeat Pounding rhythmically on the Gymnasium floor. The basketball is as smooth as butter As it slides out of my hands and Into the basket. 5 minutes Students practice similes by finishing sentences together. Examples: o Im as quick as a o Im as happy as a o Im as small as a o Im as nice as a o Im as cold as a 20 minutes Students create their own booklets where they create similes about themselves and illustrate pictures to go along with them. 10 minutes We all comes back together and sit in a circle on the rug. Students have a chance to share their work with each other.

Sponge (to soak up extra time, provided to all students, an activity to apply or extend skills/concepts from the lesson, preferably differentiated.) - Students who finish their booklets can create additional poems using the poetry worksheets that are already prepped and/or in their writing journals. Materials needed. (Just a list here is fine.) Smartboard easel paper markers worksheets