CRAFT LESSON #1: Learning to incorporate imagery in writing (9 – 12)

Materials:
*Lyrics (and music) to Garth Brooks’ “Two of a Kind”
Standing Against the Wind by Traci L. Jones
*Simile and Metaphor Handout
Pen and Paper
TEKS: (9th grade) 6b, 7hi, 10a, 11g, 12a

DISCUSSION: Many times, students’ writing lacks the originality, vividness, and freshness that imagery brings to writing. Research shows that student writing improves if they have the opportunity to read and imitate authors. This lesson encourages students to read and understand similes and metaphors better and incorporate them into their own writing.

HOW TO TEACH IT:
Remind students that imagery creates pictures in the reader’s mind. Two ways to create word pictures are through similes and metaphors. Make sure the students understand these terms. Next, hand out copies of the words to Garth Brooks’ “Two of a Kind.” Direct your students to listen to the song and read along. Have them underline all of the metaphors and similes they find in the song. Afterward, have the students share their findings. As a class, discuss what the similes and metaphors mean and how they add interest and originality to the song.
Discuss with your students how using similes and metaphors can add multiple levels of meaning to their own writing. The key is to use fresh and original similes and metaphors. See if they can complete the following well-known similes:
As black as _____________________ (night)
As hard as a ____________________ (rock)
As stubborn as a _________________ (mule)
As clean as a __________________ (whistle)
As dead as a ____________________ (doorknob)
As sweet as _____________________ (sugar)
Remind students that in completing these similes they had to think very little. These similes have become trite (you may have to explain this word, too). Although you want to add imagery to your writing, you want to STAY AWAY from trite similes and metaphors.
Traci L. Jones uses fresh and original comparisons in her similes and metaphors. Direct students to look at sections of the book they have read to look for similes and metaphors. You could discuss these as a class, or put them in groups to find similes and metaphors within Standing Against the Wind. Give them each a copy of the Simile and Metaphor Hunt handout to keep track of their findings and record their interpretations.
Compare and discuss findings as a class.

Extension: (If time permits.) Using Jones’ writing in Standing Against the Wind as a model, have your students prepare to write their own similes and/or metaphors.
1.) Have students think of a person or group of people in their family, school, or community.
2.) Instruct students to think of an image (an animal, mythological character, something in nature, etc.) that comes to mind when they think of this person or group (Remember: originality is the key).
3.) Have students close their eyes and visualize that image. What do they see, hear, smell, feel, or sense?Finally, have them describe the person/people in terms of the image they visualized, creating a simile or metaphor.


*If you would like copies of the lyrics and/or of the Simile and Metaphor Handout, please email me and I'll send those to you in a Word document.