Identifying and Interpreting Similes Standards: RL7.4

Learning Objective Today we will identify1 and interpret2 similes. 1 find 2 make meaning from Teacher prepronounces interpret & similes. Teacher reads objective and defines in context (identify,interpret). Students read objective chorally. Students pair-share question and teacher chooses non-volunteers.

Compare these two pictures. Think about how they are alike Compare these two pictures. Think about how they are alike. Pair-share with your partner. Write one (adjective) descriptive word in your journal that describes both pictures. Teacher shows pictures and students pair-share and then write adjective on whiteboards. Teacher chooses non-volunteers and makes connection to objective. chili sun The chili and the sun are both___________. Today we will be using a specific kind of figurative language called similes. APK

A simile is a figure of speech that compares two unlike things using “like” or “as.” Example(s): Cold lemonade is as refreshing as a dip in the pool. Playing chess with Ashley is like trying to outsmart a computer. His temper was as explosive as a volcano. Non-example: I like pizza. Teacher reads definition. Students read definition chorally. Question: What is a simile? Students pair-share.Teacher takes non-volunteers. Teacher explains examples & non-examples referring back to definition with gestures. concept

What is a simile? Which is an example of a simile? A. She’s as fast as lightning. B. We like to play games. Teacher reads restate question. Students pair-share. Teacher chooses non-volunters. Teacher reads application question chorally with students. Students write answer on their whiteboards. Teacher asks justification question students pair-share. Teacher chooses non-volunteers. How did you know that?

It’s important to identify and interpret similes because… they make language more dramatic in fewer words. they help you understand and appreciate literature. they help us to better understand or “see” what the author is saying. they are tested on PARCC English test Teacher and students chorally read importance. Question: Why is it important to identify and interpret similes? Students pair-share. Frame: It is important to identify and interpret similes because______________. Teacher takes volunteers and non-volunteers to share.

Steps to identify and interpret similes: 1. Read the sentence(s) 2. Identify and underline what is being compared. 3. Identify the type of figurative language: If “like” or “as” is used = simile 4. Interpret using textual clues. Teacher reads steps and students read steps chorally.

She listens to the teacher and always seems to have the answers She listens to the teacher and always seems to have the answers. Karen has a mind like a steel trap. _____ ___________ 1. Read the sentence(s) 2. Identify and underline what is being compared. 3. Identify the type of figurative language: If “like” or “as” is used = simile 4. Interpret using textual clues. Teacher models thinking and CFU: How did I identify?Students Pair share. Teacher chooses non-volunteers. Then teacher models interpretation and CFU: How did I interpret? Students pair share. Teacher chooses non-volunteers. Use frames: You identified the simile____________. & Your interpretation is____________. Interpretation: She remembers everything. CFU: How did I identify the simile? P/S How did I interpret the simile? P/S Skill/guided practice “I do”

The President and his wife arrived at the formal celebration The President and his wife arrived at the formal celebration. Her evening gown sparkled like a diamond. ___________ ______ 1. Read the sentence(s) 2. Identify and underline what is being compared. 3. Identify the type of figurative language: If “like” or “as” is used = simile 4. Interpret the simile using textual clues. Teacher guides students thinking step by step and CFU: How did we identify?Students Pair share. Teacher chooses non-volunteers. Then teacher guides students thinking of the interpretation and CFU: How did we interpret? Students pair share. Teacher chooses non-volunteers. Use frames: We identified the simile____________. & Our interpretation is____________. Interpretation: Her gown was beautiful. CFU: How did we identify the simile? P/S How did we interpret the simile? P/S Skill/Guided Practice “We do”

The baby was like an octopus, grabbing at all the cans on the grocery store shelves. _____ ___________ 1. Read the sentence(s) 2. Identify and underline what is being compared. 3. Identify the type of figurative language: If “like” or “as” is used = simile 4. Interpret using textual clues. Teacher guides students thinking step by step and CFU: How did you identify?Students Pair share. Teacher chooses non-volunteers. Then teacher guides students thinking of the interpretation and CFU: How did you interpret? Students pair share. Teacher chooses non-volunteers. Use frames: I identified the simile____________. & My interpretation is____________. Interpretation: The baby was misbehaving. CFU: How did you identify the simile? P/S How did you interpret the simile? P/S Skill/Guided “You do”

Extra Guided Practice… Paul Bunyan was huge. His feet were as big as boats. It is said that when Paul walked, his footprints formed the Great Lakes. Those girls are like two peas in a pod. They play together at every recess, and often dress the same at school. Teacher repeats guided practice until 80% or more of students are correct. Teacher guides students thinking step by step and CFU: How did you identify?Students Pair share. Teacher chooses non-volunteers. Then teacher guides students thinking of the interpretation and CFU: How did you interpret? Students pair share. Teacher chooses non-volunteers. Use frames: I identified the simile____________. & My interpretation is____________.

Applying this to Red Kayak Today you will create a T-chart that lists examples of simile in the novel we are reading. You will write the sentence with the simile on the left side and your interpretation of its meaning on the right side.

Simile and Pg. # Interpretation Write the page number first. Then, copy the sentence from the text and underline what is being compared. Explain in your own words. what the author meant or what they wanted us to understand by using this simile. 1) Pg. 5- I still marvel at how all those tiny ripples in the water can catch the sunlight and make the river shimmer like a million jewels were strewn on the surface. 2) Pg. 5- Shows how beautiful and valuable the river is to Brady.

Pg. 11 Pg. 13 Pg. 17 Pg. 22 Pg. 23 Pg. 30 Simile and Pg. # Interpretation Write the page number first. Then, copy the sentence from the text and underline what is being compared. Explain in your own words. what the author meant or what they wanted us to understand by using this simile. Pg. 11 Pg. 13 Pg. 17 Pg. 22 Pg. 23 Pg. 30

Closure What is a figure of speech that compares two unlike things using like or as? Why is it important to identify and interpret similes? Teacher reads concept question. Students write answer on whiteboards. Teacher reads importance question. Students pair-share and teacher takes volunteers to share.

I walked along the beach and listened to the ocean I walked along the beach and listened to the ocean. My sadness was as unending as the waves. ___________ ________ 1. Read the sentence(s) 2. Identify and underline what is being compared. 3. Identify the type of figurative language: If “like” or “as” is used = simile 4. Interpret using textual clues. Skill check: Teacher and students read sentence(s) chorally. Teacher checks students whiteboards at each step to CFU. My interpretation is______________________. Closure: Skill check

Independent practice Directions: Read the sentences. Identify the simile and underline what is being compared. Interpret using textual clues.