TP-14.4

SUE DRURY S imiles and metaphors are key features of descriptive language. The question is, are you confident that you can help your pupils to weave them seamlessly into their writing? Even if you think you are, check through this list of ideas. There’s usually something to magpie from someone else’s thoughts. See what I did there? 1 Explain why It is important to sprinkle descriptive writing with similes and metaphors because it makes it clearer and more interesting to read. It’s about creating images in the reader’s mind and the clearer those images are, the more effective the writing. For example, think how much more appealing it is to write “sprinkle descriptive writing …” than “add some similes and metaphors”. ‘Sprinkle’ suggests a lightness of touch; something that might make the writing sparkle. 2 Give a clear definition What are similes and metaphors? Broadly speaking, they are examples of descriptive language (others include personification, onomatopoeia and hyperbole). Their job is to bring descriptions to life by comparing one idea to another. 3 Explain the difference If they both do much the same job, how can you get pupils to remember which is which? I’ve found it helps to draw on the way ‘simile’ shares a 54 | www.teachwire.net Nineways to teach similes andmetaphors with confidence BUTTON root with the word ‘similar’. Things that are similar are like each other, so there’s your clue: similes are the ones that say one thing is like the other. Alternatively, they can use the word ‘as’ to draw the comparison. ‘Like’ often works with verbs (swim like a fish, run like the wind) while ‘as’ often works with adjectives (tall as a tree, brave as a lion), but this is not always the case. Metaphors, on the other hand, simply state that something is something else, without using ‘like’ or ‘as’. For example, ‘a river of tears ran down her cheek’. 4 Provide examples If you’re anything like me, you might find that you’re only able to come up with unsatisfactory or cliched examples when put on the spot, so try and have a few good examples up your sleeve in readiness. See the panel, right, for some resource ideas that may come in handy. 5 Partner work There’s nothing like having to explain something to see whether you have properly understood it yourself. Make sure your pupils can demonstrate what they have learnt by orally defining both terms to a partner. Alternatively, they can write their own definition. 6 Show you know Of course, pupils will need to demonstrate that they can apply their knowledge. For this, they will need a writing task that calls for creative, descriptive language. So, not a formal letter to a bank manager, then! During the planning stage, set children the challenge of preparing similes and metaphors to be inserted at appropriate times. Not only will this remind them to include figurative language, but it should also get them into an expressive frame of mind. Emphasise that they need to blend their ideas into the writing so that it doesn’t feel too clunky or contrived. “Using a comparison that is too contrived or makes no sense will only confuse the reader” Bright as a