Beacon Lesson Plan Library

Getting to Know My Apple

Louise Glover


By applying each of the 5 senses, students will compare an apple to unlike things in a similie poem. ie: The apple tastes sour like a lemon.


The student understands that word choice can shape ideas, feelings, and actions (for example, multiple meaning words, figurative language).


-[Who's Got the Apple?], by Jan Loof, 1975, New York, Random House, Inc. or any other picture storybook about apples.
-Copies of poem form, one per student - see attached file
-Red apples, one per student
-Examples of similies: example: The sound of the train was like a thunderstorm in the summer. The smell of the mango was like honeysuckle flowers. The man was scary and hairy, kind of like a werewolf.


1. Picture storybook, [Who's Got the Apple?].
2. Example of similies in poetry: [The Oxford Treasury of Classic Poems}, The Eagle, by Alfred Lord Tennyson, p.25
3. Copy the poem activity worksheet (see attached file), one per student.
4. Have pencils on hand.
5. Provide red apples, one per student.


1. Prior to the activity, read a story about apples. (Who's Got the Apple? or other)

2. Tell students they will be writing a poem (a similie) about an apple by adding to the blank spaces, things that remind them of an apple
(how it looks, feels, tastes, smells, and sounds).

3. Explain a similie and give examples from poetry books. Encourage ideas from students.
(A similie compares two unlike things and is introduced by the words like or as. Some examples are: The lion purred like a kitten;
Kim cried like a baby; The apple is round and hard like a large marble.

4. Review the five senses. Brainstorm words that might describe eachof the five senses: How things might look, feel, smell, taste, and sound.

5. Have students sit quietly, hands down at sides, turn down the lights, and have helpers pass out one apple and a poem activity sheet to each student. Make sure each student has a pencil and that desks are clear of everything except the apple, the poem sheet, and a pencil.

6. When everyone is sitting still and silent, tell students to look at the apple in front of them. "Don't talk. Use your eyes to look only at the apple." With pencils in hand and ready to write, read the first verse (from the "My Apple" activity sheet) to them and have them fill in the blank.

7. Complete each verse in the same manner, allowing time to think and write. Before the third verse on sound, have them close their eyes and then have them bite into the apple. Tell them to listen very carefully to the sound they hear. What might the sound remind them of?

8. When poems are complete, have students share their similie poems with the class and finish eating their apples.


Students will read their completed poems to the class. Students will be assessed on their ability to choose appropriate similies for each of the five senses:
1. There are 10 possible points to be earned.
2. Each completed verse is one point (5 total).
3. Each verse that identifies the sense (looks like, tastes like, etc.) is one point (5 total). For example, an apple could not taste like a ball (no point), but it could feel like one (1 point).
4. Students who score less than 10 points may revise their poems to receive the full 10 points, and may need teacher assistance to do so.


Completed poems can be mounted on construction paper "apples" and displayed in the classroom.
The worksheet could be cut into 5 verses and mounted on 5 sheets of white drawing paper. By adding artwork to each page and a cover, students could create their own picture poem book.
In lieu of writing words in the blanks for the similie, drawings could be used.

Web Links

Use this site to gather examples of similies to be used in explaining similies to students.
Poetry Teachers

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