Lesson details


English Language Arts



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Recommended Technology: 

Teacher's computer and smartboard, if  teacher does not have a copy of THE QUIET NOISY BOOK.

Other instructional materials or notes: 

THE QUIET NOISY BOOK, by Margaret Wise Book
8x11 or larger drawing paper
pencils for sketching
2 colored pieces construction paper , 8x11, for the front & back cover of "class book"

As a follow-up to  being inspired by this author, also read  GOODNIGHT MOON, and also THE RUNAWAY BUNNY.  It might be interesting to see how many 2nd graders own he book GOODNIGHT MOON and remember having it read to them....maybe even still! :)

SIMILES...as interesting as A QUIET NOISY BOOK!

Multiple days
Lesson type: 
Traditional Lesson
Lesson overview: 

After reading a class "simile-loaded" favorite by legendary author Margaret Wise Brown [THE QUIET NOISY BOOK], the class will share reactions to the book.  The teacher will POINT OUT the literary device of "simile" that is featured throughout the book, and the class will attempt to create some NEW similes linked to DIFFERENT adjectives [ex.  HOT or COLD, etc.].  After discussing and understanding the concept of  similes, the class will create a simile book, with 1 simile written and illustrated by each student, to be added to the class book  [See lesson progression for full directions.] Once the simile papers are collected, the teacher will help the class GENERATE an idea to BEGIN the classroom book/story, the way the author did about Muffin the dog hearing noises at night, and wondering what they were.  

Essential Question: 

Students begin to fully understand certain "literary devices" by being shown understandable examples in a context that is simple, interesting, and creative. Following up the reading of THE QUIET NOISY BOOK with a discussion of the similes, and then an immediate "classroom project" in which the students have authorship w/illustrations, the literary device becomes a tool at their command as they continue creative writing in other ELA assignments and projects.

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