Lesson plan

Making Similes as Easy as Pie

This lesson will give students an opportunity to have fun while learning about and using similes.
GradeSubjectView aligned standards

Students will be able to recognise and use similes.

(20 minutes)
Easy as Pie SimilesSimile Flash Cards
  • Explain to your students that they will learn about similes today.
  • Play Similes and Metaphors.
  • While the video is playing, write the word "simile" on the board.
  • Write a few similes from the simile flash cards around the word "simile" on the board. Ask the students to explain what they think a simile is.
  • Tell your students that a SimileIs a comparison using the words "like" or "as" and give an example of each.
  • Ask your class to give some more examples and add them to the collection on the board.
  • Add some more similes, making sure to write the ones that are on the simile flash cards.
  • Announce that everyone will be playing a game of charades to guess some similes.
  • Tell your students that all of the similes are on the board to help them, but they should try to guess without looking if they can.
  • Act the first one out to get the students excited and involved, and then pick a volunteer to act out another simile.
(5 minutes)
  • Write a simile sentence on chart paper or on the board, leaving out the key word. For example: The boy did not eat breakfast, so he is as hungry as a _____.
  • Fill in the blanks with assistance from your class.
  • Explain to your students why only certain words make sense to finish a simile.
(5 minutes)
  • Write another sentence on the chart paper or board, and this time have your class give you input about the word or phrase that best goes in the sentence to make a good simile.
  • Tell your students that they'll now get to work independently on their own worksheet.
(15 minutes)
  • Send your students back to their desks and hand out the Easy as Pie Similes worksheet, and instruct them to begin working independently.
  • As they work, walk around and conference with your students, having them explain why they chose the answers they did.


  • To challenge students, have them identify other similes they might know. Instruct your students to include a written explanation of what each simile means.


  • If students need assistance with reading or writing, read the sentences on the worksheet aloud and have them orally fill in each blank.
(5 minutes)
  • Go over the answers on the worksheet.
  • Listen to and comment on the conversations your students have during the discussions.
(10 minutes)
  • Bring your class back together and go over the answers of the worksheet.
  • Discuss the differences the students have and explain what answer may be best and why.
  • If time permits, play Similes and MetaphorsAgain.

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