7 y5 similes - obs
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The document explores how to use similes in writing. It defines a simile as a comparison between two things using the words "like" or "as". Several examples of similes are provided. Learners are then asked to identify similes, match beginnings of similes to pictures, analyze meanings of similes, evaluate effectiveness of similes, generate their own similes, and self-assess their understanding of similes. The goal is to help students learn how to creatively and imaginatively incorporate similes into their writing.
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Kapil wants to go on a school trip to the Jim Corbett National Park but his father refuses to let him go. Kapil's sister Preeti then convinces their father to let Kapil go by describing the educational value of the trip and sharing interesting facts about the park that their father was unaware of. This shows how using descriptive words and providing context can help others understand a situation better.
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7 y5 similes - obs
- 1. LO: To explore how similes can be used to create imaginative and interesting descriptions. Class: 7Y5 Date: Wednesday 11th June 2014
- 2. Know: What is a simile? Simile What is being compared? The policeman was as brave as a lion. Policeman Lion The lights shone like stars. Lights The teacher was as busy as a bee. Bee The plane flew like an eagle. The drink was as cold ____ ice. Drink Ice The lights shone _____ the stars. Lights Stars A simile is used to _______________two things using the words ‘___________’ or ‘________’.
- 3. Understand: Spot the simile... A The sun shone brightly. B The shot was a rocket. C The night was as black as coal. D The food tasted horrible. How do we know?
- 4. Understand: Spot the simile... A The sun shone brightly. B The shot was like a rocket. C The night was black. D The food tasted horrible. How do we know?
- 5. Apply: Link the beginning of the simile to an appropriate picture • As deep as the … • As light as a … • As slow as a … • As high as a … • As flat as a … Challenge Some of the beginnings do not have a matching picture. On a blank ‘picture’ card, write down the picture you think should go with these beginnings.
- 6. Analysis: What might these similes mean? Think – Pair - Share The teacher watched me like a hawk.
- 7. Analysis: What might these similes mean? Think – Pair - Share The fighters were like animals.
- 8. Analysis: What might these similes mean? Think – Pair - Share The children ate as fast as lightning.
- 9. Evaluation: Which simile is more effective and why? Simile 1: Her eyes shone like stars. Simile 2: Her eyes shone like a car.
- 10. Evaluation: Which simile is more effective and why? Simile 1: My love for you is as deep as the ocean. Simile 2: My love for you is as deep as the bath.
- 11. STAR Moment: Use similes to improve the description. The sand was soft. The sand was as soft as... The weather was hot. The sun shone. My own simile using ‘as’: My own simile using ‘like’:
- 12. Self-assessment Self-assessment I can use similes that compare two things using ‘as’. I can use similes that compare two things using ‘like’. I am confident that I understand what similes are and how to use them. I am starting to understand similes and how to use them, but need more practice. I need help to understand similes and how to use them. Self-assessment Self-assessment I can use similes that compare two things using ‘as’. I can use similes that compare two things using ‘like’. I am confident that I understand what similes are and how to use them. I am starting to understand similes and how to use them, but need more practice. I need help to understand similes and how to use them.
- 13. Exit Pass Place your simile on the picture you think it is describing.
- 14. A B C D
Editor's Notes
- Differentiated: Support: one fully completed, one half completed Challenge: Write in what is being compared. Pupils create simile to fit.
- Differentiation: Bloom’s questioning
- Differentiation: Bloom’s questioning
- Differentiation: Support – by teacher Challenge 1: Sentences with no picture Challenge 2: Picture with no sentence
- Differentiation: Model answer Sentence starter More gaps (e..g not telling what is compared) Challenge – ‘What do you think it means?’ without other stuff, fill in
- Differentiation: Model answer Sentence starter More gaps (e..g not telling what is compared) Challenge – ‘What do you think it means?’ without other stuff, fill in
- Differentiation: Model answer Sentence starter More gaps (e..g not telling what is compared) Challenge – ‘What do you think it means?’ without other stuff, fill in
- Bloom’s Questioning
- Bloom’s Questioning
- Personalised Self-improvement
- Personalised Self-improvement