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What Are the Best Tips for Teaching Similes?

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  • Written By: Cynde Gregory
  • Edited By: PJP Schroeder
  • Last Modified Date: 28 August 2016
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As every child can recite, a simile compares two unlike things using the terms like or as. This doesn’t mean, however, that the child understands what this means or even that he or she can identify a simile in a sentence. Teaching similes in such a way that their purpose and identification are clear to students can be accomplished using a range of teaching techniques such as games, graphic organizers, and good old-fashioned reading.

Students need to understand the purpose of a simile. A really effective simile is a literary device and as such brings a deeper layer of understanding to something in the text. It might make a description reverberate, provide insight into a character, or in some other way make a poem, story, or line of dialogue resound. Simply highlighting these when sharing a text is an effective way of teaching similes, helping students understand why and how they add to meaning.

An important thing a teacher should stress when teaching similes is that there are really two types. The first are clichés that come about in one of two ways. One type of simile clichés are those that are so obvious that they hardly bear repeating. For example, the statement “the clouds are fluffy as pillows” is a cliché because pillows strongly resemble clouds visually, and pointing this out doesn’t bring any deeper level of understanding.

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One way a teacher can drive this point home is with a graphic organizer. Giving students two columns of common objects and asking them to find the pairs points out that some similarities exist on the surface and really don’t run very deep. One column might contain a drawing of the sun, worms, and a flower. The second column’s pictures could include a pretty woman, a button, and a bowl of spaghetti. The pairs are obvious, which means the similes that could be created about them are obvious.

Another type of simile, also a cliché, is one that has been repeated so many times that it has lost its ability to bring the aha moment that a good simile does. The first person to describe someone who was "as old as the hills" must have gotten a good laugh. In fact, a well-crafted simile often results in laughter as it surprises with its dead-on accuracy, and as a result, such similes are repeated so many times that they become ho-hum. Asking students to draw the simile and give it new life will drive this point home. Drawing someone on all fours in a pigpen who is eating like a pig brings the laughter back to the simile.

Teaching similes should include a lesson to inspire deeply considered similes; one way is by bringing in dozens of familiar objects. Students can contribute to the collection by bringing in their own objects or drawing sketches of whatever suits their fancy. Working as groups or individually, students can select two objects that are highly dissimilar then point out something about the two that connects them. For example, love is like an unraveling sweater in that, unless it’s taken care of, it will fail to keep the wearer warm.

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pastanaga
Post 4

@Ana1234 - I can remember one of my teachers telling us that a simile was something being described as similar to an example and that a metaphor was turning the object into the example (like metamorphosis which we all knew the meaning of because of a popular book series at the time).

That really helped once I remembered what the terms meant, but sometimes mixed up the words themselves.

Ana1234
Post 3

@croydon - Other kinds of media can be used for this as well. If your students listen to a news report in class, or maybe if they watch TV at home, you can ask them to listen for similes. Make sure they understand the difference between similes and metaphors before you do this though. Or don't, and be prepared to sort out the difference with the class.

They might come up with unusual examples if you get them to do this, but if you end up having an interesting discussion with them over it that's better than any rigid simile lesson plans you might come up with on your own.

croydon
Post 2

When you're teaching similes one thing you really need to remember is to point them out in your daily reading. Most students at this level will be read to by their teacher, if not every day, then quite often.

If you are reading something and come across a simile see if you can get someone to point it out. If it won't interrupt the reading too much you might want to discuss why the author decided to include this particular simile in this particular place and what they were trying to achieve.

This gives your students a real world context for similes that they might not recognize if your simile lesson plans are all structured around examples without context.

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