Grade ____4/5_______

Activity _Stella: Queen of Snow-Similes and

Creative Language

Goals/Key questions
Goals: Students will identify how the use of similes and creative language
enhances the effect of a story.
Objective (connected to PofS):
Gr. 4. 2.2 explain how language and visuals work together to communicate meaning
and enhance effect.
Gr.5. 2.2 explain how simile and hyperbole are used to create mood and mental
images.

Pre lesson Considerations

Materials needed/pre-set up required/logistical considerations needed
(seating arrangement):
Stella story

-Power point

-Simile sheets

Content:

Introducti
on
Time
estimation
10 mins

What is the teacher

doing?

What are the students doing?

-Have two example

sentences on the board.
The snow was as cold as
vanilla ice cream.
The snow was as soft as
baby rabbit fur.
Who can spot a similarity in
these two sentences?

Students will be listening and thinking

about the two sentences on the
board.

-Explain that both sentences

use the word as to create a
comparison between two
different things.
-This is known as a simile:
a figure of speech
involving the comparison
between one thing to
another using like or as.
-Direct students to tell the
people at their table what a
simile is.
-Tell students to share with a
partner the two words a
simile uses to create a
comparison.>

-students will identify that they both

have two things compared in each
sentence, both start with the snow,
both have as in the sentence.
-Students will understand that a simile
is a comparison using like or as.
Students will share that a simile uses
like or as with their partner and table
groups.

Transition
considerat
ions
1 min
Activity 1
Time est:
20mins

Transition
considerat
ions
Activity 2
Time Est:
5min

Conclusio
n
3 mins

Click on power point to

show more examples of
similes using like.
Ask students to turn over
their sheets of paper.

Students will look at the paper

handed to them.

-Ask students to listen

carefully to the creative
language used in the story
as you read it.
-Direct students to identify
when a simile is being used
and when different kinds of
creative language is being
used.
-Pause throughout the story
on different pages and click
through the slides.
Ask students to turn to the
back of their sheets.

-Student will be actively engaged and

listening to the story.

Ask students to fill in the

two sentences to create
their own similes. Direct
students to create one
simile of their very own
below that.
-Remind students of the
effect language has on a
story and how creativity and
figures of speech such as
similes enable a story to
create better mental
pictures for the reader and
add interest and intrigue to
the story being told.
-Encourage students to add
similes and creative
comparisons into their own
stories and writing.
-Direct students to hand in
their simile sheets to be
checked formatively for
understanding.

-Students will creatively be thinking of

how to fill in and create their own
similes.

>Teacher will walk around and have

students re-read simile and creative
sentences to keep students engaged.

Students will be looking at other side

of paper.

-Students will recognize the

importance creative sentences and
similes have on enhancing a story and
adding intrigue to their own writing.
>>Once the simile sheets are handed
in have each students tell their table
what a simile is.

Assessment: Formative assessment will be conducted through triangulation.

Listening to conversations, observing student engagement and participation, and

checking the simile sheets to see which students have the hang of simile writing to
identify whether or not similes need to be covered in greater detail.
Reflection on how the lesson went.