1. Identifying and Interpreting Similes
EQ: How can I determine the meaning of a simile/metaphor?
EQ: What is the difference between a simile and a metaphor?

2. Learning Objective Today we will identify1 and interpret2 similes.
1 find
2 make meaning from
What are we going to do today? P/S
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.

3. Vocabulary
Simile
Metaphor
Figurative Language
Comparison

4. 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

5. 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?

6. It’s important to identify and interpret similes because…
they make language more dramatic in fewer words.
they help you understand and appreciate poetry.
they help us to better understand or “see” what the author is saying.
they are tested on the CST.
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.
45 What literary device is used
in lines 10–12 of “Sheepdog”
(“When the Shepherd’s whistle /
releases her, / she’s off, like an
arrow, running east. . .”)?
A metaphor
B simile
C symbol
D pun
Which reason is most important to you?
You can give me one of my reasons or
one of your own. P/S

7. Steps to identify and interpret similes/metaphors:
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.

8. 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 computer.
_____
___________
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”

9. 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”

10. 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”

11. A metaphor also compares two things, but it DOES NOT use “as” or “like”.
For Example:
The shop was a little gold mine.
She has a heart of gold!

12. The computer in the classroom was an old dinosaur.
Laughter is the music of the soul.
Words are the weapons with which we wound.
John’s answer to the problem was just a Band-Aid, not a solution
Kelsey followed her dreams like most kids would follow a big sister.
Kyle looked at the test with a stare as blank as his notebook.
The robins are as thick today as flakes of snow were yesterday,
Her eyes are like the eyes of statues.

13. 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____________.

14. 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.

15. 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

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