CURRICULUM GUIDE
Similes and
Metaphors
7th grade English
Language Arts
CONTEXT:
The broad
goals for this lesson are to further help students analyze a poem using
specific poetic terms and devices. This
lesson also aims at understanding the effect of figurative language on a poem
and why a poet chooses to use specific devices.
Finally this lesson will encourage students to understand and use poetic
devices such as similes and metaphors to strengthen their own writing in
poetry, but also in other genres.
This
lesson should be used in conjunction with a poetry unit. Previous to this lesson students will have
discussed ways to analyze a poem.
Previous to this lesson students have covered the topics: stanza, verse, contrast, repetition, rhyme,
and meter. This particular lesson
focuses on figurative language, particularly similes and metaphors. During this lesson students should be taking
notes to understand how figurative language is a tool that poets use to help a
reader visualize what is happening in the poem.
The next
lesson plan in sequence would be to have the students write their own poems
using similes and metaphors while keeping in mind the other topics covered in
the unit. This lesson would be in
continuation of the poetry unit. In
understanding the figurative language of similes and metaphors students will
develop the ability to analyze a particular genre, in this case poetry. When students are immersed in reading,
writing, and analyzing the poetry of others, over time they will develop a
voice and quality of writing all their own.
The
lesson on similes and metaphors will address the following WRITING CONCEPTS:
® Student possesses knowledge about written language and a variety
of forms of writing; quality instruction reflects students’ experiences and
knowledge
® Experience with a particular kind of writing is the best
indictor of performance, extensive reading and writing within a particular
genre or domain increases successful performance.
® Language learning proceeds most successfully when students use
language for meaningful purposes.
To learn more about writing concepts for students please
visit the National Council for
Teachers of English
Ultimately,
through this lesson students will continue learning about language and poetry
by reading Anne Sexton’s “The Fortress” and using language creatively to
eventually write their own poems.
Day 1— Intro to poetry unit. Begin
discussing poetic terms: types of rhyme, meter, and types of poems (sonnet,
haiku, free verse etc.) Provide graphic organizers for your students for
note-taking. For help in developing a
graphic organizer visit: http://www.teach-nology.com/web_tools/graphic_org/.
Day 2—Review the lesson from the
previous day. Begin lesson on similes and metaphors. See lesson plan page
for details.
Day 3—Begin Power Point presentations.
Review figurative language. Assignment: students are to create a poem
choosing a form (except haiku), meter, and rhyme. Must include at least 3 elements of figurate
language discussed, and be at least 14 lines long.
Day 4— Continue working on poems in
class. Students work independently to
create their own poems. Poems will be
compiled into a multi-media class poetry book through Power Point. Poems are due on Friday.
Day 5— Create a “coffee-house” atmosphere
in the classroom where the students can present their poems from a make-shift
stage. Encourage students to be
creative/ dramatic when presenting their work.
Provide background music and other props to help create the atmosphere. Collect poems after students present. Encourage students to visit www.favoritepoem.org/ where they can
listen to various Americans reading their favorite poems. (A project begun by Robert Pinsky, former U.S. Poet Laureate).
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