Carefully read the sentences below, underlining the similes that appear in each one. The first one has been done for you as an example.

Similes are a commonly used literary technique that compare typically unlike things. They use words such as like, than or as. For example, her hair was as black as midnight. Similes are an effective writing tool as they create a verbal picture of something. Q1! 1. Harry s eyes were as blue as the summer sky. 2. Sally is a natural in the water; she swims like a fish. 3. He fled like a scared animal being hunted by its prey. 4. I woke from my sleep feeling as fresh as a daisy. 5. My dog runs faster than a speeding bullet when I throw his ball. 6. Jason and his sister fight like cats and dogs over the television remote. 7. The fish is as scaly as a dragon. Q2 Carefully read the sentences below, underlining the similes that appear in each one. The first one has been done for you as an example. In the space provided, write some similes of your own and share them with a friend. 1. His teeth were as sharp as 2. The sun was like 3. Sarah s scream was as loud as 4. The cake was drier than 5. The ballerina moved like 6. I was as cold as

Q3! 1. 2. 3. 4. 5. 6. 7. 8. Piece together each simile by matching the subject on the left with its comparison on the right and rewriting them in the space provided. Match these The ball was as flat as The girls chattered like Anita s voice was as loud as The dog s teeth were sharp like My room smelt like Her hair was as smooth as The classroom was quieter than Matilda is as thin as The dancer s routine was graceful like My lips are drier than Bob s eyes were shining like with these a graveyard a silk scarf the Sahara Desert a pancake a sparkling diamond a toothpick a group of monkeys metal spikes an old running shoe a swan a rumble of thunder 9. 10. 11.

Onomatopoeic words imitate the sounds associated with the objects or actions they refer to. Words such as buzz, bang and howled are onomatopoeic words as their phonetic sound imitates the definition of the word. Q1 In the word search below are examples of onomatopoeia sound words. Find each of these onomatopoeic words crossing them off the list as you go. Word Bank BANG CREAK POP SPLASH BEEP DRIP RATTLE SQUIRT BOOM FIZZ RIP TAP BUZZ GROWL ROAR THUMP CHIRP HISS RUSTLE TINKLE CLANG HOWL SCREECH TWANG CLASH HUM SLURP WHIRR CLATTER HUSTLE SMACK WHISPER CLICK MEOW SMASH WHIZZ CLUCK OUCH SNIFF ZIPP

Firstly, thank you for your support of Mighty Minds and our resources. We endeavour to create highquality resources that are both educational and engaging, and results have shown that this approach works. To assist you in using this resource, we have compiled some brief tips and reminders below. About this resource This Mighty Minds Fundamentals Lesson focusses on one subtopic from the NAPLAN Tests and presents this skill through a theme from the Australian Curriculum (History, Science or Geography). This lesson is also targeted at a certain skill level, to ensure that your students are completing work that is suited to them. How to use this resource Our Fundamentals Lessons are split into two main sections, each of which contain different types of resources. The student workbook contains The main title page; and The blank student worksheets for students to complete. The teacher resources section contains This set of instructions; The Teacher s Guide, which offers information that may be needed to teach the lesson; The Item Description, which gives a brief overview of the lesson and its aims, as well as extension ideas; The student answer sheets, which show model responses on the student worksheets to ensure that answers to the questions are clear; The teacher s answer sheets, which provide a more detailed explanation of the model responses or answers; and Finally, the end of lesson marker. We suggest that you print the student workbook (the first set of pages) for the students. If students are completing this lesson for homework, you may also like to provide them with the student answer pages. Feedback and contacting us We love feedback. Our policy is that if you email us with suggested changes to any lesson, we will complete those changes and send you the revised lesson free of charge. Just send your feedback to resources@mightyminds.com.au and we ll get back to you as soon as we can.

Figurative language is used to aid description and add imagery to writing. It is not meant to be interpreted literally, which is a concept that many students have trouble understanding when they first come into contact with it. For example, the simile, my stomach felt like a washing machine, has been written to mean that the author s stomach was churning with nervousness or fear etc. Some students may interpret it as meaning that that the author s stomach was washing socks, or some other literal misinterpretation. Once students are aware of the different forms of figurative language, their ability to detect and interpret it is greatly improved. As such, it is important that you explicitly teach your students each different type, and have them frequently practice writing their own examples. Encourage them to pepper all creative work with as many examples of figurative language as possible, because (particularly in senior English) many marks are awarded for this skill. Simile A comparison made using like or as. e.g. She was dressed as scruffily as a rag doll. Metaphor Directly referring to something as another thing to show a similarity. e.g. His eyes were two diamonds. Personification Attributing human qualities to inanimate objects or animals. e.g. The trees whispered to themselves as I strode up the path. Alliteration A series of word beginning with the same letter or sound. e.g. The furious finch flapped its fuchsia-feathered wings and flew far away. Onomatopoeia Words representing sounds. e.g. Snap, crackle, pop! Hyperbole A dramatic exaggeration used to make a point. e.g. I m so hungry I could eat an elephant. Idiom A common expression that has nothing to do with its literal meaning. e.g. My cat kicked the bucket years ago.

Item Description Please note: any activity that is not completed during class time may be set for homework or undertaken at a later date. Super Similes, Metaphors & Similes and Finding Onomatopoeias! Activity Description: In the first activity, students are required to identify the similes in each sentence by underlining them. In the next part of the activity, students are asked to write some similes of their own and share them with a friend. In the final part of the activity (which can be completed for homework if there is not enough time in class), students are required to construct similes by matching a subject with its appropriate comparison (as provided in boxes). The second activity asks students to make up a metaphor and simile for each of the subjects provided. The third and final activity is comprised of a word search filled with onomatopoeic words. Students are asked to find the words in the word search that are onomatopoeic. Purpose of Activity: This activity is designed to improve students knowledge of and ability to use figurative language. KLAs: English CCEs: Recognising letters, words and other symbols (α1) Interpreting the meaning of words or other symbols (α4) Visualising (β50) Using correct spelling, punctuation, grammar (π9) Using vocabulary appropriate to a context (π10) Creating/composing/devising (π46) Suggested Time Allocation: This lesson is designed to take approximately an hour to complete 20 minutes per activity. Teaching Notes: If students are having difficulty making up similes and metaphors, provide them with some examples. Once students have completed each activity, run through the answers as a class. Encourage student input, and discuss the correct answer and why it is correct.

Q3! 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Piece together each simile by matching the subject on the left with its comparison on the right and rewriting them in the space provided. Match these The ball was as flat as The girls chattered like Anita s voice was as loud as The dog s teeth were sharp like My room smelt like Her hair was as smooth as The classroom was quieter than Matilda is as thin as The dancer s routine was graceful like My lips are drier than Bob s eyes were shining like The ball was as flat as a pancake. The girls chattered like a group of monkeys. Anita s voice was as loud as a rumble of thunder. The dog s teeth were sharp like metal spikes. My room smelt like an old running shoe. Her hair was as smooth as a silk scarf. The classroom was quieter than a graveyard. Matilda is as thin as a toothpick. The dancer s routine was graceful like a swan. My lips are drier than the Sahara Desert. with these a graveyard a silk scarf the Sahara Desert a pancake a sparkling diamond a toothpick a group of monkeys metal spikes an old running shoe a swan a rumble of thunder 11. Bob s eyes were shining like a sparkling diamond.

Super Similes Question One: 1. Harry s eyes were as blue as the summer sky. This sentence compares the colour of Harry s eyes to the summer sky; as his eyes are the subject of this sentence, the simile in this instance is as blue as the summer sky as it draws a comparison between the two typically unlike things. 2. Sally is a natural in the water; she swims like a fish. Swims like a fish is the simile in this sentence, as it likens the swimming ability of Sally (the subject) with that of a fish. 3. He fled like a scared animal being hunted by its prey. The simile is contained in the first part of the sentence as he fled like a scared animal likens the movement of the subject with that of an animal being hunted by its prey. 4. I woke from my sleep feeling as fresh as a daisy. As fresh as a daisy is the simile in this sentence as it indicates a similarity between a daisy and the subject in terms of vitality. 5. My dog runs faster than a speeding bullet when I throw his ball. This sentence compares the speed of the dog to a bullet; as the dog and his running abilities are the subject of this sentence, the simile in this instance is runs faster than a speeding bullet as it draws a comparison between the two things. 6. Jason and his sister fight like cats and dogs over the television remote. This sentence describes the way in which Jason and his sister (the subjects) fight over the television remote, thus, fight like cats and dogs is the simile as it likens the struggle between Jason and his sister with that of a cat and dog. 7. The fish is as scaly as a dragon. This sentence compares a fish and its appearance to that of a dragon s scales. Question Two: The answers given are model answers; however, students should have similar responses. They should use the terms like, than or as to draw comparisons between typically unlike things. 1. His teeth were as sharp as razor blades. 2. The sun was like a burning ball of fire. 3. Sarah s scream was as loud as a jet plane taking off. 4. The cake was drier than a bone. 5. The ballerina moved like a leaping gazelle. 6. I was as cold as an ice cube. This answer guide is continued on the next page...

...This answer guide is continued from the previous page. Question Three: Students were asked to match the beginning of a sentence with a simile ending. The most likely/apt answers are explained below. 1. The ball was as flat as a pancake. Pancakes are characteristically flat, so this is an appropriate comparison for a flat ball. 2. The girls chattered like a group of monkeys. Monkeys are often considered to make chattering noises when conversing amongst themselves, so this is an appropriate comparison to draw with a group of girls. 3. Anita s voice was as loud as a rumble of thunder. A rumble of thunder is generally a noisy occurrence, so matches the loud volume of Anita s voice. 4. The dog s teeth were sharp like metal spikes. The dog and its sharp teeth are the subject of this sentence, and as metal spikes are also sharp, this is the correct match up in this instance. 5. My room smelt like an old running shoe. An old running shoe would typically not have a pleasant scent, so to liken the smell of the room with the smell of the shoe is an appropriate comparison. 6. Her hair was as smooth as a silk scarf. Silk is renowned for being a soft, smooth material, so is the correct choice in this instance. 7. The classroom was quieter than a graveyard. Graveyards are generally silent places, thus is the correct comparison for the quiet classroom. 8. Matilda is as thin as a toothpick. Toothpicks are thin objects, thus it is appropriate to liken Matilda s slender frame to on 9. The dancer s routine was graceful like a swan. Swans are renowned for being graceful creatures, thus this is a fitting comparison for a dancer s routine. 10. My lips are drier than the Sahara Desert. Deserts are one of the driest possible places, thus likening the Sahara Desert to the subject s dry lips is fitting. 11. Bob s eyes were shining like a sparkling diamond. A sparkling diamond is certainly a shining object, thus to liken Bob s shining eyes to one is appropriate.

Both metaphors and similes are effective literary techniques that can create interest in pieces of writing. Metaphors generally use the words is, was or are whilst similes tend to use like, than or as. Q1! 1. Lee s legs are 2. Her nose is Lee s legs are ladders reaching to the sky. Lee s legs are long like ladders reaching to the sky. 3. My flower garden is My flower garden is a vibrant fireworks display. 4. The rabbit s ears were 5. My school textbooks are 6. The storm is The storm is a temperamental elderly man. 7. Betty s handwriting is Create both a metaphor and a simile using the provided sentence beginnings as starting points below. The first one has been done for you as an example. Her nose is a tiny pink button. Her nose is as tiny as a pink button. My flower garden is vibrant like a fireworks display. The rabbit s ears were soft pillows. The rabbit s ears were as soft as pillows. My school textbooks are anchors in my backpack. My school textbooks are heavier than anchors in my backpack. The storm is as temperamental as an elderly man. Betty s handwriting is a flowing river. Betty s handwriting is like a flowing river. 8. His homemade pavlova was His homemade pavlova was a white cloud of sugar. His homemade pavlova was fluffier than a white cloud of sugar.

Metaphors & Similes Question One: The provided answers are model responses; however, students answers should be similar to the ones given. They should draw comparisons between two typically unlike objects by using words such as was, are or is for the metaphors and words such as like, than and as for the similes. Metaphors say that something is something else, while similes say that something is like something else. 1. Lee s legs are Lee s legs are ladders reaching to the sky. Lee s legs are long like ladders reaching to the sky. 2. Her nose is Her nose is a tiny pink button. Her nose is as tiny as a pink button. 3. My flower garden is My flower garden is a vibrant fireworks display. My flower garden is vibrant like a fireworks display. 4. The rabbit s ears were The rabbit s ears were soft pillows. The rabbit s ears were as soft as pillows. 5. My school textbooks are Metaphors: My school textbooks are anchors in my backpack. My school textbooks are heavier than anchors in my backpack. 6. The storm is The storm is a temperamental elderly man. The storm is as temperamental as an elderly man. 7. Betty s handwriting is Betty s handwriting is a flowing river. Betty s handwriting is like a flowing river. 8. His homemade pavlova was His homemade pavlova was a white cloud of sugar. His homemade pavlova was fluffier than a white cloud of sugar.

Onomatopoeias Question One: Students were required to find each onomatopoeic word and circle them on the word search in order to familiarise themselves with these types of words. Model answers are shown below. The words students were asked to find were: BANG CREAK POP SPLASH BEEP DRIP RATTLE SQUIRT BOOM FIZZ RIP TAP BUZZ GROWL ROAR THUMP CHIRP HISS RUSTLE TINKLE CLANG HOWL SCREECH TWANG CLASH HUM SLURP WHIRR CLATTER HUSTLE SMACK WHISPER CLICK MEOW SMASH WHIZZ CLUCK OUCH SNIFF ZIPP