Similes with Linking Words

Fifth Grade Reading, ESL

by Sarah Sumnicht October 29, 2018

Use this lesson to help your ELs understand the structure and meaning of similes. It can be a stand-alone lesson
or used as support for the lesson Soulful Similes and Musical Metaphors.

Objectives

Objectives

Academic

Students will be able to identify and determine the meaning of metaphors and similes.

Language

Students will be able to recognize and use linking words in similes using word banks and sentence frames for
support.

Materials and preparation Key terms

Class set of Writing Similes with Linking Words

Class set of Reading & Understanding Similes TIER 2
Teacher copy of Teach Background Knowledge
Template alike: two or more things that are similar
Teacher copy of Write Student-Facing Language
Objectives Reference similarities: characteristics or traits that are like
Vocabulary Cards another
One set of Glossary (optional)
compare: to point out the likeness between two or
One sticky note per student
more things
One piece of chart paper
Five pieces of printer paper with a unique simile
written on each TIER 3
Lined paper for students
Clipboards (optional) simile: a figure of speech that compares two
unrelated things using the words "like" or "as"

linking words: a word that connects the subject and

another noun or adjective

Attachments

Teach Background Knowledge Template (PDF)

Write Student-Facing Language Objectives Reference (PDF)
Writing Similes with Linking Words (PDF)
Reading & Understanding Similes (PDF)
Vocabulary Cards: Similes with Linking Words (PDF)
Glossary: Similes with Linking Words (PDF)

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Introduction (3 minutes)

Tell students that today they will be learning to identify similes. Write the content objective on the board
in student-friendly language (i.e., "I can recognize and understand similes.").
Write the word "simile" in large letters in the center of a piece of chart paper and use it as a "brain
dump."
Give students a moment of thinking time to silently consider what they know (or want to know)
about similes.
Tell students to turn and talk to an elbow partner about what they know (or want to know).
Call on volunteers to share the background knowledge, examples, and questions that they shared
with (or heard from) their partner.
Record student responses on the chart paper surrounding the word "simile." Add key facts to the
brain dump to supplement student responses if needed (i.e., similes can be found in poems, songs,
and stories).
Keep the "brain dump" displayed throughout the lesson and add to it as other questions arise. (Note:
leave some blank space on the chart paper to be used at the end of the lesson.)

Building Academic Language

Word (7 minutes)

Display the vocabulary card with the key term simile and review the definition with your students (a
figure of speech that compares two unrelated things using the words "like" or "as").
Discuss the image on the card (i.e., "This picture of a building and a tree can help me understand the
definition because, even though they are different, they have some similarities—they are both tall.").
Hand out four blank vocabulary cards (or blank index cards) to each student and explain that there are
other vocabulary words we need to understand as we learn about similes.
Write the term linking word and its definition on the board (a word that connects the subject and
another noun or adjective). Invite your students to do a choral reading of the word and definition. Then,
instruct them to copy the word and definition onto one of their blank vocabulary cards. Remind them to
leave space for an image.
Have students draw a picture that will help them remember the definition (i.e., chain links or people
holding hands).
Repeat the process with the key terms alike (two or more things that are similar), similarities
(characteristics or traits that are like another), and compare (to point out the likeness between two or
more things). Then, invite several students to share their drawings for each key term.

Sentence (10 minutes)

Explain that most similes use a linking word to make a comparison between two things.
Write the linking words "like" and "as" on the board and tell students that these are the two most
common linking words they will find in similes.
Write an example of a simile on the board, like "Dad is as loud as a lion when he is mad."
Circle the linking word "as" and point out that it connects the subject, "dad," with the noun, "lion," and
the adjective, "loud." Underline the two nouns being compared ("dad" and "lion") and explain that the
dad is being compared to a lion because they are both loud.
Point out that the similarity (they are loud) is explicitly stated in the simile. In this example, it is clearly
stated how the two things that are being compared are alike.
Write a second example of a simile on the board, like "The sequoia trees towered overhead like
skyscrapers." Verbally define new vocabulary in the simile to support students' comprehension (e.g., a
skyscraper is a tall building).
Circle the linking word "like" and point out that it connects the subject, "trees," with the noun,
"skyscrapers." Underline the two nouns being compared and explain that the trees are being compared
to skyscrapers because they are both tall.
Point out that the similarity (they are tall) is not explicitly stated in the simile. In this example, it is up to
the reader to determine how the two things that are being compared are alike. However, there are clues
that can help us figure out the similarity, like the phrase "towered overhead."

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 Reiterate that in some similes, the similarities will be stated, while in others, students will need to
determine the similarity themselves.
Display the top section of the worksheet Writing Similes with Linking Words and guide your students
though the first sentence as an example.
Then, hand out the worksheet and instruct your students to work with a partner to complete the rest of
the worksheet. Call on students to share their answers.

Discourse (10 minutes)

Tell your students that they will now be analyzing similes and remind them that, in order to understand
the meaning of a simile, they must look for similarities between the two things that are being compared.
Hand out the worksheet Reading & Understanding Similes. Read the directions aloud and review the
example with the class.
Complete one additional example and model your thinking (i.e., "This simile is comparing life to a road. It
says that they both have twists and turns, which means that they both can change as we move forward.
They are similar because they both change over time."). Circle the linking word "like" and remind
students that the linking word is a clue about what two things are being compared.
Have students work with a partner to complete the rest of section one on the worksheet. Instruct them to
circle the linking word in each metaphor before filling in the sentence frame. Then, call on volunteers to
read their completed sentence frames aloud.
Review the directions for section two, then read the short story aloud as students follow along.
Instruct students to reread the story with a partner, looking for a simile as they read. Allow students to
discuss the simile and complete the sentence frame task with their partner.
Invite three students to share their answers. Select student volunteers intentionally so that all three
similes are revealed (i.e., bell/thunder, tears/raindrops, smile/sunshine). Ask students to identify the
linking words in the similes they share from the story.

Additional EL adaptations

Beginning

Provide additional sentence frames to support students during speaking tasks (i.e., "I want to know ____
about similes.").
Pre-teach additional grade-level vocabulary that students will encounter on the worksheets (i.e.,
"graceful," "delicate").
Support students in completing a Frayer Model for one of the key terms, like "simile."
Allow beginning ELs to use bilingual resources to define new words throughout the lesson.
Strategically pair beginning ELs with more advanced ELs or students who speak the same home
language.

Advanced

Encourage advanced ELs to compose sentences and responses without sentence frames, or with
shortened sentence stems.
Allow advanced ELs to utilize a glossary, thesaurus, and dictionary for help with unfamiliar words.
Choose advanced ELs to share their ideas first in group and class discussions. Ask advanced ELs to add
on, rephrase, or clarify what their peers say in class discussion.
Have advanced ELs repeat instructions and key vocabulary, summarizing important information for the
class.

Formative Assessment of Academic Language (5 minutes)

Write five different examples of similes on printer paper (one on each paper). Number each simile with a
unique number (1–5) and hang them around the room. (Note: these similes can be prepared prior to the
lesson.)
Hand out a sheet of lined paper to each student and instruct them to number their paper from one to
five.
Write a sentence frame on the board that reads, "____ and ____are alike because they both____." Tell

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 students that they may use the sentence frame as support during the activity.
Have students count off to five, so that each student has an assigned number. Then, tell them to take
their paper and pencil to the metaphor with their assigned number. (Note: students may need a clipboard
during this activity.)
Guide your students through a scoot activity using the displayed similes.
Instruct students to read the simile and write a sentence explaining its meaning. Remind them to
use the sentence frame for support.
Tell students to record their response next to the number on their paper that aligns with the
number of the simile (i.e., if they start at simile three, they should write their response next to
number three on their paper).
After one minute, signal your students to move to the next displayed simile (i.e., if they are at
simile number three, then they should move to number four).
Continue the activity until all students have visited each of the five similes.
Collect students' scoot responses to gauge understanding.

Review and closing (5 minutes)

Direct students' attention back to the brain dump and explain that they will be reflecting on what they
learned about similes. Give students a minute of thinking time to quietly review the brain dump.
Write several sentence stems on the board:
"Before the lesson, I wondered ____, but now I know..."
"A question I still have is..."
"Something I learned is..."
"An example of a simile is..."
"Some linking words are..."
Hand out a sticky note to each student and tell them to choose a sentence stem (or write their own
sentence) to reflect on the lesson.
Invite students to add their sticky note reflections to the brain dump.
Read some of the student responses aloud and make connections to some of the initial understandings
that were shared earlier in the lesson (i.e., draw arrows from the original responses to the new sticky
note reflections).

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 Teach Background Knowledge
Lesson Topic:
Choose a topic from the main content
lesson that will help ELs understand the
main content lesson. Your non-ELs will
already have knowledge about this topic.

Total Lesson Time:

(20 - 30 minutes)

Student-Facing Language
Objective:
Example: I can learn new vocabulary
using pictures and sentence frames.

Student ELP Level(s):

Consider each student’s ELP level and
their academic strengths when choosing
scaffolds for the lesson.

Groupings (pairs, small-groups, a teacher-led group)

Potential Scaffolds: Word banks, word wall, and bilingual glossaries
Choose some of these material supports
Sentence frames, sentence stems, and paragraph frames
and instructional scaffolds based on each
EL’s individual strengths and needs. Home language materials
Reduced linguistic load, repetition, rephrasing and modeling
Practice new academic skills with familiar topics

Materials & Resources List

List the materials you’ll use in the lesson.

Key Vocabulary Words (5-8 words)

List the words with student-friendly
definitions in English. Provide
definitions in student’s home language
when appropriate.

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Introduction
Access EL’s prior knowledge about the
lesson topic with a brief comprehension
check.

Potential activities:
Creating captions for images
Opinionnaires
Carousel brainstorming
Conversations with sentence starters
Time estimate for Introduction
(3 - 5 minutes)

Explicit Instruction of
Background Knowledge
Model a learning activity that embeds
the teaching of academic language and
background knowledge.

Potential activities:
Lunch brunch discussion
Teacher-created, adjusted text and
questions
Brief videos or visuals
Text-based instruction
Home-language connections
Pre-teach a small number of
vocabulary words
Show real-world objects
Complete word family or bilingual
glossaries
Word walls or word bank creation

Time Estimate for Explicit Instruction

(4 - 6 minutes)

Guided Practice
Provide an opportunity for students (in
pairs or small groups) to practice the skill
or information taught during Explicit
Instruction, offering appropriate
scaffolds as needed.

Time Estimate for Guided Practice

(5 - 7 minutes)

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 Formative Assessment
Ask students to show comprehension of
new background knowledge and
associated skills through an oral or
written task. Provide appropriate
scaffolds dependent on their ELP level.

Potential assessments:
Act out concepts
Hands on tasks
Drawings, models, or graphs
Graphic organizer completion
Captions of images
Reading response or content
area logs
Retellings
Role plays
Audio or video recordings
Oral interviews

Time estimate for Assessment

(5 - 7 minutes)

Review and Closing

Refer to the student objective and relate
information to future lessons. Allow
students to share thoughts about
whether they reached their objective
and/or mention lingering questions.
Provide sentence stems or frames for their
discussion.

Time estimate for Review and Closing

(3 - 5 minutes)

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 Write Student-Facing Language Objectives
A student-facing language objective: A teacher-facing language objective:
begins with “I can...” begins with “Students will be able to...”
is designed to raise students' self-awareness of and is designed to raise students' self-awareness of and
promote their language development. promote their language development.
incorporates a language function, grammar structure, and incorporates a language function, grammar structure, and
supports or scaffolds. supports or scaffolds.
is easy to understand for students at all levels of is intended to guide the teacher’s lesson planning
English proficiency. and instruction.

Steps to convert a teacher-facing objective to a student-facing objective:

1. Replace “Students will be able to” with “I can.”
2. Simplify challenging words but maintain key vocabulary words you’ll address in the lesson.

Students will be able to describe a character with adjectives using graphic organizers.
Language Grammar Support/
Function Structure Scaffold

I can talk about a character with adjectives using graphic organizers.

Language Grammar Support/
Function Structure Scaffold

Language Functions Grammar Structures Supports/Scaffolds

locate create identify nouns adverbs graphic organizers sentence starters

show describe infer modals academic vocabulary teacher modeling strategic grouping
sort ask questions interpret verb forms adjectives word banks/walls home language supports
tell brainstorm collect conjunctions phrases
contrast classify compare sentence structure prepositions
pronouns complex sentences
comparatives

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games, lessons
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Education.com LLC Allat education.com/resources
Rights Reserved
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 Name Date

Writing Similes with Linking Words

A simile is a figure of speech that compares two unrelated things.
Similes use the linking words like or as to connect the two things that are being compared.

Directions: Circle the linking word in each simile.

1. Grandma is as busy as a bee in the garden.

2. Going to the dentist is like walking on broken glass.

3. I feel like a bunny when I play hopscotch.

4. When I am relaxed, my mind is as empty as an old plastic bag.

5. Patricia’s smile is as bright as the sun.

Directions: Use the word bank to complete the similes below. Then, circle the linking words
in each sentence.

Word Bank

fireworks bear sunshine hammers

nose monkeys ribbon wind

1. After a cold winter, the spring _____________________________ is as warm as a hug.

2. The kids are as wild as ______________________________ when they play at the park.

3. The fresh berries were like _______________________________, bursting with flavor.

4. The road is like a long ___________________________, stretching far into the distance.

5. During the storm, the ____________________________ sounds like a whistling train.

6. I am as angry as a _____________________________ when mom wakes me up in the

morning.

Directions: Try writing your own similes using the linking words like and as.

1. My friends are as _______________________________ as __________________________.

2. My teacher is like ____________________________________________________________.

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 Name Date

Reading & Understanding Similes

A simile is a figure of speech that compares two unrelated things using the words like or as.
In order to understand a simile, you must think about how the two things are alike.
Directions: Circle the linking word in each simile. Then, underline the two things that are being
compared. Complete the sentence frame that follows.
Example: Raquel is like a cheetah when she plays soccer.
Raquel and a cheetah are alike because they both run fast.
1. Life is like a road, full of twists and turns.

____________________________ and ___________________________ are alike because they both _____

________________________________________________________________________________________.

2. This book is as exciting as the Fourth of July.

____________________________ and ___________________________ are alike because they both _____

________________________________________________________________________________________.

3. The ballerina was like a graceful swan when she danced on stage.

____________________________ and ___________________________ are alike because they both _____

________________________________________________________________________________________.

4. My brother eats like a pig whenever we have pizza for dinner.

___________________________ and ___________________________ are alike because they both ______

________________________________________________________________________________________.

5. My mother’s favorite vase is as delicate as a house of cards.

____________________________ and ___________________________ are alike because they both ______

________________________________________________________________________________________.

Directions: Read the short story and underline a simile. Then, complete the sentences that follow.

Mariana nervously walked into her new school. There were unfamiliar faces all around. Suddenly, a loud
bell rang. It sounded like thunder. Mariana jumped in surprise. All of the other kids hurried into nearby
classroom doors. But Mariana wasn’t sure where to go. Tears rolled down her cheeks like raindrops. Moments
later, she felt a gentle tap on her shoulder. She turned and saw a girl smiling at her. “Hi, I’m Nicole!” the girl
said. Nicole’s smile was as bright as sunshine and Mariana suddenly felt better.

In this story, the author compares ______________________________ and _____________________________.

These two things are alike because they both ______________________________________________________.

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Vocabulary Cards
EL Support Lesson Plan: similes with linking words

simile linking words

a figure of speech that

compares two unrelated a word that connects the
things using the subject and another
words "like" or "as" noun or adjective

alike similarities

two or more things that characteristics or traits

are similar that are like another

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 Vocabulary Cards
EL Support Lesson Plan: similes with linking words

compare

to point out the likeness

between two or more things

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 Glossary for EL Support Lesson PLAN:
similes with linking words

Word Definition Visual

a figure of speech that

compares two unrelated
simile things using the
words "like" or "as"

a word that connects the

linking words subject and another
noun or adjective

two or more things

alike
that are similar

characteristics or traits
similarities that are like another

to point out the likeness

compare between two or
more things

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