You will learn
- Spot similes.
- Spot metaphors.
- Explain the comparison.
- Write your own.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Find the comparison.
- Decide simile or metaphor.
- Explain what the two things share.
- Write your own.
Words to know
a comparison using like or as
a comparison that says one thing is another
to show what two things have in common
a picture made with words
1. Discover: Night market poem
The lanterns are fireflies caught in glass,
and the night is a deep blue drum.
My laughter bubbles like a boiling pot,
as bright as a ripe mango, as warm as the sun.
Think: Which lines are similes and which are metaphors?
2. Understand: Comparing to see new things
Idea 1: Simile
A simile uses like or as: bubbles like a boiling pot; as bright as a ripe mango.
Idea 2: Metaphor
A metaphor says one thing is another: the lanterns are fireflies caught in glass; the night is a deep blue drum.
Idea 3: Explain
To explain, say what the two things share: lanterns glow small and bright like fireflies.
3. Worked examples
Example 1 (I show you): Metaphor
Find a metaphor.
- One thing is another.
Answer: the night is a deep blue drum
Example 2 (We do it together): Simile
Find a simile.
- Like or as.
Answer: bubbles like a boiling pot
Example 3 (You try): Explain
What do lanterns and fireflies share?
Show the steps and answer
- Glow.
Answer: small lights that glow in the dark
Did you know?
Poets often compare something ordinary to something unexpected to help readers see it differently.
Why this matters
Comparisons help you see and say things in new ways.
4. Explore: Compare it
Write comparisons.
- Choose an object.
- Write a simile.
- Write a metaphor.
- Explain each.
Think about it: what did you notice?
You can compare in poems.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The poet compares ___ to ___.
- Both are ___.
- The simile is ___.
- The metaphor is ___.
Guided practice
Question 1. A comparison using like or as is a ___.
simile
Question 2. A comparison saying one thing is another is a ___.
metaphor
Question 3. To show what two things have in common is to ___.
compare
Independent practice
Level 1: Start
- A comparison using like or as is a ___.
- A comparison saying one thing is another is a ___.
- To show what two things have in common is to ___.
- A picture made with words is an ___.
- The night is a deep blue ___.
Level 2: Grow
- What are the lanterns?
- What does laughter bubble like?
- How bright is the mango?
Level 3: Stretch
- Does a simile use like or as?
- Does a metaphor say something is something?
- Do comparisons create images?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write two similes and two metaphors about a place.
Show a sample answer
four comparisons
Another one. Write one simile and one metaphor about the moon.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can spot similes.
- I can spot metaphors.
- I can explain the comparison.
- I can write your own.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Find the comparison.
- Decide simile or metaphor.
- Explain what the two things share.
- Write your own.
11. Next lesson
Next lesson: Personification. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a simile? Give an example. [2 marks]
- What is a metaphor? Give an example. [2 marks]
- What do lanterns and fireflies share? [1 mark]
- Write a metaphor about rain. [1 mark]
- Explain how to understand a comparison in a poem. [3 marks]
Total: 9 marks.
Marking guide and model answers
- comparison with like/as [1]; e.g. as warm as the sun [1]
- says one thing is another [1]; e.g. the night is a drum [1]
- small glowing lights [1]
- a suitable metaphor [1]
- find the two things [1]; decide simile or metaphor [1]; explain what they share [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- A comparison using like or as is a ___.
- A comparison saying one thing is another is a ___.
- To show what two things have in common is to ___.
- A picture made with words is an ___.
- The night is a deep blue ___.
- What are the lanterns?
- What does laughter bubble like?
- How bright is the mango?
- Does a simile use like or as?
- Does a metaphor say something is something?
Homework
Write one simile and one metaphor about the moon.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A comparison using like or as is a ___. | simile | 1 |
| 2. A comparison saying one thing is another is a ___. | metaphor | 1 |
| 3. To show what two things have in common is to ___. | compare | 1 |
| 4. A picture made with words is an ___. | image | 1 |
| 5. The night is a deep blue ___. | drum | 1 |
| 6. What are the lanterns? | fireflies caught in glass | 1 |
| 7. What does laughter bubble like? | a boiling pot | 1 |
| 8. How bright is the mango? | as bright as a ripe mango | 1 |
| 9. Does a simile use like or as? | yes | 1 |
| 10. Does a metaphor say something is something? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 simile; 2 metaphor; 3 compare; 4 image; 5 drum. Level 2: 1 fireflies caught in glass; 2 a boiling pot; 3 as bright as a ripe mango. Level 3: 1 yes; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Spot similes | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Spot metaphors | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Explain the comparison | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Write your own | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: spot similes; spot metaphors; explain the comparison; write your own.
Prerequisite knowledge. Rhythm and imagery.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 4 » Reading: Literature. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core L.4.5a (explain the meaning of simple similes and metaphors in context) and RL.4.4; Cambridge Primary English Stage 4 (figurative language in poetry). These sources informed the lesson.