The literary devices of metaphor and simile are discussed in this lesson. At the end of the lesson, students are able to: 
- Go over the meanings of metaphor and simile. 
- Give instances of metaphors and similes in poetry. 
- Make up unique metaphors and similes to show that you comprehend figurative language. 
- Describe how similes and metaphors are used.

- How do students expand and improve their vocabulary?
- What methods and tools do I employ to decipher unfamiliar vocabulary?
- What approaches and resources does the student employ to decipher unfamiliar vocabulary?
- Why pick up new vocabulary?
- How does interaction with text provoke thinking and response?
- What methods and sources do readers employ to decipher unfamiliar vocabulary?

- Figurative Language: Language that cannot be taken literally because it was written to create a special effect or feeling. 
- Metaphor: A figure of speech that compares two unlike objects or ideas without using the words like or as. 
- Simile: A figure of speech that compares two unlike objects or ideas, using the words like or as. 
- Poetry: Writing that aims to present ideas and evoke an emotional experience in the reader through the use of meter, imagery, connotative and concrete words.

- Jack Prelutsky. (1992). “Ankylosaurus” from Tyrannosaurus Was a Beast. Greenwillow Books. 
Alternative books:
- Jack Prelutsky. (2005). It’s Raining Pigs &Noodles. Greenwillow Books.
- Shel Silverstein. (2009). A Light in the Attic. HarperCollins.
- Shel Silverstein. (2004). Where the Sidewalk Ends. HarperCollins.
- Shel Silverstein. (1996). Falling Up. HarperCollins.
- Bruce Lansky. (2004). If Kids Ruled the School: More Kids’ Favorite Funny School Poems. Meadowbrook Creations.
- Jack Prelutsky. (1983). The Random House Book of Poetry for Children: A Treasury of 572 Poems for Today’s Child. Random House.
- Kenn Nesbitt. (2009). My Hippo Has the Hiccups: And Other Poems I Totally Made Up. Sourcebooks Jabberwocky.
- Jack Prelutsky. (1999). The 20th Century Children’s Poetry Treasury. Knopf Books for Young Readers.
- Jack Prelutsky. (1991). For Laughing Out Loud: Poems to Tickle Your Funnybone. Knopf Books for Young Readers.
Teachers may substitute other books or poems with easily identifiable similes and metaphors to provide a range of reading and level of text complexity.
chart paper
- plastic sandwich bags
- activity cards for similes and metaphors (L-5-4-1_Similes and Metaphors)

- Maintain the emphasis on recognizing and analyzing similes and metaphors throughout the class.
- Keep an eye on students as they work in small groups. Note any anecdotal observations, details about their involvement, and information about their familiarity with similes and metaphors. Review picture book figurative language with the class, individual students, or small groups as needed. Students' level of understanding will be revealed by how well they can classify and differentiate between similes and metaphors. 
- Utilize the checklist below to assess pupils' comprehension: 
+ Students define metaphors and similes. 
+ Students recognize metaphors and similes in poetry. 
+ Students analyze the metaphors and similes used. 
+ Students create fresh metaphors and similes.

Active Participation and Clear Instruction 
W: Assist students with applying their previous understanding of metaphors and similes to their writing, interpreting them in poetry, and using these literary elements in their own work. 
H: Involve students by asking them to classify statements as metaphors or similes. 
E: Assist students in investigating figurative language in diverse poetry publications and utilizing their comprehension of similes and metaphors through the composition of original examples. 
R: Let students use their knowledge of similes and metaphors to recognize these literary elements in poetry, fiction, and reading works they have chosen for themselves. 
E: Give students the chance to work in small groups so they can discuss their work and, if needed, edit examples. 
T: Give students extra assistance if they require it to recognize similes and metaphors. Additionally, let them use these literary devices to create original poems that showcase their higher-order thinking skills. 
O: This lesson's learning exercises include large-group instruction and discussion, small-group inquiry, pair work, and individual application of the material. 

Focus question: How can writers improve their work by utilizing similes and metaphors?

Before the lesson, put the activity cards for similes and metaphors (L-5-4-1_Similes and Metaphors) into plastic sandwich bags. Make enough bags for small groups of three or four students, so that each student has 10 cards.

Put the terms "metaphor" and "simile" on the interactive whiteboard or board. Distribute activity cards to small groups of students. Say, "There are 10 distinct cards with statements on them inside the plastic bag. Using your prior understanding of similes and metaphors, attempt to classify the cards into two distinct groups."

Part 1

Examine the responses once the students have sorted their cards. Then ask, "What are similes' characteristics?" (using the comparison operator like or as to compare two dissimilar objects) "What are the properties of metaphors?" (Compare two dissimilar objects without utilizing the terms like or as) Put the following explanations on the interactive whiteboard or board:

Simile: A figure of speech that uses the terms like or as to compare two dissimilar items or ideas.
Metaphor: A rhetorical device that compares two dissimilar items or concepts without the use of the terms like or as.

Read the poem "Ankylosaurus" out loud. Ask students to recognize and analyze the metaphors and similes that are utilized in the poem. Help pupils recognize the following:

Similes:

Ankylosaurus had a tank-like build. (This metaphor indicates how big and strong the ankylosaurus was.)
Its hide was a stronghold equal to that of steel. (This metaphor indicates that the animal was shielded from harm like a metal barrier by its extremely tough skin.)

Metaphor: 

Its tail is used as a stick made of bone and gristle. (This metaphor refers to how rough and harsh its tail was.)

Give each small group of students a sheet of chart paper and one of the poetry books included in the Materials portion of this lesson plan. Students should collaborate to find five similes and five metaphors, and then write them down on the chart paper. Assist students in elucidating the comparison of the unlike items and the significance of each metaphor and simile.

"Discuss why you think authors use similes and metaphors in their writing with a partner," you could say. Reiterate the idea that writers employ metaphors and similes to enhance the descriptiveness and intrigue of their writing, as well as to assist readers in using their senses to interpret the text.

Part 2

Ask students to interpret the following examples that you write on the board or interactive whiteboard:

Simile: The cat was like a silken blanket in terms of softness. (This comparison is between two dissimilar objects: a blanket and a cat. According to this simile, the cat's fur was incredibly soft.)

Metaphor: For a sick child, the cat is the best medicine. (Medicine and cats are being compared. According to this metaphor, the ill child feels better because of the cat.)

Ask students to come up with a list of objects that are unlike each other. On the board or interactive whiteboard, note the object pairs. Next, assign pupils to write a metaphor or a simile for each type of comparison between two different objects on the list.

Talk about the reasons metaphors and similes arouse the senses. Then, have students produce color poems using their senses (to aid the reader in comprehending the content). Explain that each line of the poem should have a simile related to one of the senses (seeing, hearing, smell, taste, and touch). The poem's final line ought to contain a metaphor. Give kids an example like this one:

RED

Red looks like a fiery ball of fury on a wintry winter's night.
Red has the sound of a volcano ejecting rocks from its summit.
Red smells like a vividly blooming rose early in the summer.
Red tastes like cinnamon candy, warming my mouth with each bite.
Red evokes the sting of a mosquito bite.
Red is a balloon that makes a kid's heart sing.

Inform pupils that they are not required to rhyme in their color poetry. Ask each student to explain how the parallels in their own poetry are interpreted.

Extension:

Make extra practice writing similes for pupils by assigning them to work in pairs. For example, one student may say, "Quiet as a _________." The other student would then finish the comparison by saying, "Mouse or stone" Then take turns to keep practicing. Ask each pair of students to compile a list of their similes and an explanation of the characteristics each comparison expresses. Students can also construct and explain metaphors similarly.
Ask pupils who are prepared to go beyond the basics to point out metaphors and similes in advertisements or songs.