1. Identifying and Interpreting Similes
RL 6.4 Determine the meaning of words and phrases as they are used in a text including figurative language.

2. 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.

3. Compare these two pictures. Think about how they are alike
Compare these two pictures. Think about how they are alike. Think of one (adjective) descriptive word 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___________.

4. A simile is a figure of speech that compares two unlike things using “like” “than” or “as.” (Than is rare!)
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 hotter than 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.

5. Why use a simile?
They add description in writing! They help with that “mental image” concept.
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? Similes always use “like”
“as” or “than”.

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”(get the mental image of) what the author is saying.
they are used all through literature.
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.

7. 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” “than” or “as” is used = simile
4. Interpret what the author is saying (this is the most important part!!)
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 steel trap.
_____
___________
1. Read the sentence(s)
2. Identify and underline what is being compared.
3. Identify the type of figurative language:
If “like” “than” 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.

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.

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.

11. 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______________________.

12. 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____________.

13. Closure
What is a figure of speech that compares two unlike things using like, than, 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.