Presentation on theme: "Simile poems for kids by Lawraine Guichard"— Presentation transcript:
1 Simile poems for kids by Lawraine Guichard Teacher Introduction, Learners, Standard-English Language Arts, Standard-Technology, Objectives, Resources, Student Introduction, Task, Process (part1) ,Evaluation, Conclusion, Credit
2 Teacher introduction (Part1) Simile poems offer wonderful opportunitiesto learn about the English language whileexercising imagination. Simile is a poeticdevice that develops a person's ability tomake comparisons, creating opportunity foranalogous thought. The poetic device is anapproach that can help communicateexperiences and emotions that are beyondwords.
3 Teacher Introduction (Part 2) Discover the Super Similes by clicking below:here
4 Learners This Web Quest is intended for fourth grade English language learners whoare learning about similes in literatureand poetry.
5 Standards-English Language Arts Standard 1 - Students will listen, speak, read, and write inEnglish for information and understanding.-Students learning English as a second language will use Englishto acquire interpret, apply, and transmit information forcontent area learning and personal use. They will develop anduse skills and strategies appropriate to their level of Englishproficiency to collect data, facts, and ideas; discoverrelationships, concepts, and generalizations; and use knowledgegenerated from oral, written, and electronically producedtexts.Performance Indicators:-Identify and use reading and listening strategies to make textcomprehensible and meaningful.-Read, gather, view, listen to, organize, discuss, interpret, andanalyze information related to academic content areas fromvarious sources.-Formulate, ask, and respond to various question forms to obtain,clarify, and extend information and meaning. -Make and supportinferences about information and ideas with reference tofeatures in oral and written text.
6 Standards-Technology 2.Communication and Collaboration Students use digital media andenvironments to communicate and work collaboratively, including at adistance, to support individual learning and contribute to the learningof others. Students: a. interact, collaborate, and publish with peers, experts, or othersemploying a variety of digital environments and media.b. communicate information and ideas effectively to multipleaudiences using a variety of media and formats.3.Research and Information Fluency Students apply digital tools togather, evaluate, and use information. Students: a. plan strategies to guide inquiry.b. locate, organize, analyze, evaluate, synthesize, and ethically useinformation from a variety of sources and media.c. evaluate and select information sources and digital tools based onthe appropriateness to specific tasks.
7 Objectives Content objectives: - Students will gain knowledge by defining the term “simile”.- Students will apply this knowledge by identifying examples of similes in literature and poetry.- Students will synthesize their knowledge by using a graphic organizer to create their own similes and then incorporate these similes into their own writing.Language objectives:- Students will listen to different simile poems- Students will identify orally and in writing similes in each poem.- Students will compose their own simile poems- Students will share and discuss their simile poems with their classmates.- Students will respond verbally and in writing to reflection questions.
9 Student introduction A simile uses the words "like" or "as" when making a comparison between two thingsthat are not alike.Since most of the students are havingproblems understanding similes when theyencounter them in literature, the purposeof this Web Quest is to have you studentsuse poetry to understand similes.
10 Task By the end of this Web Quest, you will: . Research about similes by exploring differentwebsites.. Research how to use your senses to communicate through similes while exploring a specific website.. Synthesize (put together) your research to write a creative simile poem.
11 Process (part1) You are now going to create your simile poems. 1)Your teacher will ask you to go on the computerlab where he/she will gather you in groups of four.Each group will think of a theme/topic for a similepoem that they have to write about. The poem can beabout topics such as a person, a thing, a pet, a season,or a sport.2) Once you are gathered in groups, each member ofa group will be numbered from one to four. After,each student in a group is numbered, each will beassigned a role.
12 Process (part2) For instance, every student numbered one will be assigned the role of visual. Every student numberedtwo will be assigned the role of tactile, everystudent numbered three will be assigned the role ofauditory and every students numbered four will beassigned the role of taste and smell.3) Based on your assigned role, you will have to comeup with a simile that relates or corresponds to yourrole. For instance, if you are playing the visual role,you will come up with a simile that creates a vivid
13 Process (part3) picture in the readers mind as in “her eyes are like diamonds gleaming in rays of light”. You may go onthis website below to find out more about yourroles, conduct some research and get better ideason how to come up with similes that relates orcorrespond to your roles..4)After each students in each group has come upwith a similes corresponding to his/her role, thegroup will put their research together. In addition,each group will discuss about the four similes thateach person in the group will come up with and putThese similes together to create a complete similepoem.
14 Process (part4) 5)Each group will write their poem on Microsoft Word. In order to look for other simile poems aswell as examples of similes you may go to thewebsites below.
15 Process (Part5) 6)You may decorate your poems with illustration or photographs that relate to your topic/them. Youmay look for illustrations on Clip Art.7))Once each group has finished to write theirpoem, each will present it, share and discuss it withthe whole class.
16 Process (Part6) 9)In a reflection sheet, each group will write their own definition of simile. Furthermore, each groupWill copy one example of simile from the othergroups poems and write their thoughts on thisreflection question: Did the simile help you see orunderstand their topic more clearly? Why or whynot?
17 Process (part7) 10) The groups who finish earlier may visit these websites below while waiting for the other groups tofinish..
18 Evaluation Theme Figurative Language Mechanics CATEGORY 4 Outstanding 3 Good2 Satisfactory1 Needs Improve-mentThemeThe poem has a clear controlling idea. It has at least three key words that identify the poem‘s s subject.The poem has a clear controlling idea. It has at least two key words that identify the poem's subjectThe poem has a controlling idea.The poem has no controlling idea.Figurative LanguageThe poem contains four similes that add greatly to the reader's understanding of the poem.The poem contains less than four similes that add greatly to the reader's understanding of the poem.The poem contains at least one to two similes.The poem has no similes.MechanicsThere are no errors in spelling orpunctuation. Thetitle is capitalized correctly.There are one to two errors in spelling or punctuation. The title is capitalized correctly.There are three or four errors in spelling or punctuation. The title iscapitalized incorrectly.There are more thanfour errors in spelling or punctuation. There is no title, or it is capitalized incorrectly.
19 Conclusion Congratulations to all for completing these creative simile poems.Now that you have learned aboutsimiles, you are ready to use similesanytime in poetry and literature.
20 CreditsThank you to:. All the authors of the resources that I used to complete this Web Quest. Please see the resources section to see their works.. My professor and classmates for their support and suggestions throughout the completion of this Web Quest.