Essential Question(s):
How can I use similes to creatively influence the poems I write?
Language Objective(s):
Students will discuss what similes they found in the poem
Willow and Ginkgo.
Students will read examples of similes aloud in front of their
peers.
Students will share their drawings with a partner and discuss how
the similes they identified from the poem are represented in their
drawing.
Students will present their own poetry pieces in front of the
whole group.
Student Actions
1. Recall the four types of poems the class discussed during the
previous lesson. Provide common elements seen amongst the
different poems from the poetry book.
2. Listen to the poem Willow and Ginkgo. Identify what type of
poem it is.
3. Students will listen to the definition of a simile and a couple of
examples. If time allows, they can provide a few of their own
examples of similes.
4. Students will close their eyes (if they choose) and listen to the
poem again. They will raise their hand each time they hear a
simile.
5. Students will identify similes in Willow and Ginkgo. They will
underline the examples on the board or recite the examples to
the teacher who will underline them on the Elmo projector.
Students will circle like or as.
6. Students will receive an individual copy of the poem and
underline the similes that have been identified, and circle like
or as. They will complete this process by underlining the
similes for the willow tree in a different color than the similes for
the ginkgo tree.
7. A few students will read aloud the willow similes and then all
students will draw a picture of a willow tree in the top right
section of their papers, using the authors words to help them
add detail to their picture.
8. A few students will read aloud the ginkgo similes and then all
students will draw a picture of a ginkgo tree in the top right
section of their papers, using the authors words to help them
add detail to their picture.
9. Students will share their drawings in small groups. They will
respond to the teachers question: Did your drawings change
after listening to the poem and focusing on the similes? If so,
how?
10. Students will look at actual pictures of a willow and ginkgo
tree and respond to the teachers question: Did the similes help
you to see the ginkgo and willow more clearly? Why or why
not?
11. Students will look around the room and outside through the
windows. They will select one object to write a free verse poem
about. They will first write at least three similes for that object
and then will write a seven to ten line poem about their object.
Possibilities for Differentiation: This lesson can be modified at any
point for whole group or small group instruction when needed by the
class. For example, instead of working in partners to identify similes,
students can work individually or as a class to identify the similes.
When creating the similes and poems, English Language Learners can
draw pictures with like or as in between. If the student wanted to
say, The runner is as fast as a bird, the student could draw someone
running, write the word as, and then draw a bird.