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English · Ages 9–11 · 60 minutes

Similes and metaphors

Children identify similes and metaphors in a text, explain the effect of a comparison on the reader, and write fresh comparisons of their own.

Success criteria

  • I can tell a simile from a metaphor
  • I can explain what a comparison makes the reader think or feel
  • I can write an original simile and metaphor

Key vocabulary

  • simile
  • metaphor
  • comparison
  • figurative
  • literal
  • cliché
  • effect

You will need

  • a bag of everyday objects
  • the story Grandad's Radio
  • highlighters in two colours
  • sticky notes
  • Year 5· England
  • Grade 4· United States

Practice sheets

Generated fresh each time you press a button, and marked instantly on screen.

The lesson at a glance

60 minutes in all. Timings are a guide: follow your class.

  1. Step 1: Starter

    Finish the comparison: say the openings and let children call out endings.
    7 minutes
  2. Step 2: Teach

    "A simile compares two different things using like or as: The fog was like a grey blanket." "A metaphor says one thing is another, without like or as: The fog was a grey blanket." "Neither is literally true.
    15 minutes
  3. Step 3: Guided practice

    Object comparisons: pass round everyday objects: a pine cone, a sponge, a key, a shell.
    10 minutes
  4. Step 4: Independent practice

    Use the practice buttons.
    20 minutes
  5. Step 5: Plenary

    Gallery of comparisons: children write their best original comparison on a sticky note and put it on the board.
    8 minutes
  6. Step 6: Assessment for learning

    Check that sorting is accurate.
  7. Step 7: Differentiation

    Support: work with similes first, using a frame: The was as as a .
  8. Step 8: Common misconceptions

    Every "like" is a simile: I like pizza uses like as a verb.
  9. Step 9: Home link

    On a walk or a car ride, take turns making up a simile for something you see, the stranger and more accurate the better.

1.Starter

7 minutes

Finish the comparison: say the openings and let children call out endings.

"As cold as..." ice. "As busy as a..." bee. "He ran like..." the wind.

"You all knew those. Why?" We've heard them lots. "Exactly. They've been used so often they've gone stale. They're called clichés. Today we're learning what these comparisons are, why writers use them, and how to make fresh ones."

2.Teach

15 minutes

"A simile compares two different things using like or as: The fog was like a grey blanket."

"A metaphor says one thing is another, without like or as: The fog was a grey blanket."

"Neither is literally true. The fog isn't a blanket. That's what makes it figurative language. The writer wants you to see or feel something."

Read the opening of Grandad's Radio aloud, then display these lines:

  • A good fixer is like a detective.
  • Tamika peered inside at a little city of wires, coils and tiny coloured parts.
  • a singer with a voice like warm honey

Model the thinking for the honey simile:

"What's honey like? Sweet, smooth, golden, warm, comforting. So the singer's voice is... smooth and sweet and comforting. In six words the author tells us a lot, and makes us feel how Grandad feels."

Ask pairs to do the same for "a little city of wires". Is it a simile or a metaphor? (A metaphor: there's no like.) What does city make you picture? Lots of parts, busy, organised, too many to count.

The rest of the plan

Guided and independent practice, the plenary, assessment for learning, differentiation, common misconceptions and the home link are free with a Crayonbird account.

  1. Guided practice10 minutes
  2. Independent practice20 minutes
  3. Plenary8 minutes
  4. Assessment for learning
  5. Differentiation
  6. Common misconceptions
  7. Home link

Learning Wiki

Fact and opinion

A fact is something that can be checked and proved true or false. An opinion is what someone thinks or feels, and other people may disagree.

Inference

Inference means working out something the writer has not said directly, using clues in the text plus what you already know. It is often called reading between the lines.

Summarising

Summarising means retelling the most important ideas of a text briefly, in your own words, leaving out small details and examples.

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    Organising writing into paragraphs

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