Educational Parlor Game: Simile Charades

OverviewThis game mixes time trials, charades, art, and writing to get students to identify similes and metaphors, analyze them, describe them in a variety of ways, create their own similes/metaphors, and to gain fluency of figurative language in difficult texts.

Instructional ObjectivePart of being an effective reader and communicator is to understand symbolism in written text. A large part of literary symbolism comes in the form of similes and metaphors. These are fascinating elements of the written word, but many students struggle with the concept (especially in difficult texts such as Shakespeare) and fail to understand their relevance to their lives. However, understanding symbolism in the form of similes and metaphors makes for more imaginative and visual thinking, helps with information synthesis, and improves the ability to make connections—a valuable 21st century skill.

Students will develop fluency of symbolic speech and mastery of identifying, analyzing, and writing similes and metaphors as literary devices. Through team collaboration, students will identify common or famous similes and metaphors, some taken from classic works of literature. Then, through independent thought and action that allows students to choose an activity that matches their personal strength or learning style (talking, acting, or drawing), students will learn to analyze and explain the meaning of similes and metaphors. Finally, with the collaboration of their teams, students will learn how to write original similes and metaphors.

LearnersAccording to Common Core State Standards, similes and metaphors are first introduced at Grade 5. This game can be modified to reflect the desired reading level, but the target of this project is to make advanced-level texts, such as Shakespeare and classic works of 19th and 20th century literature, accessible and engaging to high-school-level English Language Arts students. Students can come from any socioeconomic background, as there is no investment in

equipment required to play. Modified, this can also be an effective game to help ESL students understand idioms, similes, and metaphors.

MotivationAs an active, fast-paced game that incorporates a variety of activities that appeal to different learning styles, students are likely to find this game highly engaging and motivating. While the satisfaction of working together and contributing to a team can be hugely motivating, students also get to exercise the autonomy of choosing activities that best suit their individual strengths. Teams can choose their strongest verbal person, actor, or artist to represent the team during rounds that require these skills. The external pressure of a time trial also provides motivation to think fast in small, manageable chunks of time. Self-chosen team names give teams a sense of identity that can be very motivating, and seeing the results of each round on a live scoreboard drives students to want to win.

Context of UseThis parlor game can be a supplement to a unit on symbolism, similes, and metaphors, or it can be a supplement to a specific text being read in class. It can be used to review texts as they are read, or as a reward for finishing a text. I also see this game as an excellent way to review college-preparatory vocabulary words. To achieve this, the teacher must supply a vocabulary list that students are encouraged to use during Round 2: Talk.

ScopeBecause this is a speedy time-trial game, it can be completed in a 30- to 45-minute class period. It will involve the participation of the entire class. The game will divide the class into 3- to 5-person teams, whatever is easily divisible for the class size. Chairs and desks may have to be moved so students can sit with their teams.

The game has only 4 rounds. Each round is timed at 2 minutes per team, except the final round, which is 5 minutes long. Extra time should be allowed for set up, score tallying, reviewing, high-fiving, and healthy, respectful debate.

Object of the GameThe team that scores the most points wins. One fun option is to set permanent teams and create a leaderboard of Simile Champions. Every time Simile Charades is played (after each completed text or unit), the winning team goes on to the leaderboard and gets to be known for the duration of the unit as the Simile Champions. This may motivate other students to challenge the title or for the champions to defend their title. However, if the teacher creates a leaderboard, mixing up teams every so often is recommended to allow students to learn how to work with different people and to avoid creating dynasties, which can lower the morale of weaker teams.

Design Details

Universal Elements

Simile charades is your basic parlor game played in doors. While players stay grouped with their respective teams, there is action and moving around as the rounds progress. Team members shout out guesses as the talker, actor, or drawer tries to describe the simile or metaphor verbally, physically, or visually. Usually, at the end of each round, there is a burst of clapping, cheering, groaning, or some kind of reaction to how well or poorly the team performed. It’s fun, fast-paced, and can get quite wacky depending on the imagination of the talker, actor, or drawer.

Acting Drawing

Specific Elements

To play Simile Charades, each team will need:

-A set of pre-made simile/metaphor cards

-Pencil and several sheets of paper

In addition, the teacher (who acts as timer and scorekeeper) will also need:

-A stopwatch

-A scoreboard (can be on paper or on the smartboard for everyone to see)

-A bundle of pre-made simile/metaphor slips

-A hat or a bag or something to draw the slips out of

Description of the simile/metaphor cards and slips

The teacher will have pre-made cards ready to go, bundled for each team. Each set of cards involves pairs of phrases that go together in a simile or metaphor. The number of similes or metaphors used is up to the teacher, but 12 pairs make a good number. The phrases will be written clearly with marker on index cards.

One idea is to make the cards two different colors—yellow for the first part of the simile and green for the concluding part, for example. This will make it easier for students to identify how the phrases go together. To ratchet up the challenge level, all the cards can be the same color so students will have to figure out the simile or metaphor without any cues on order. Here is an example of simile pairs:

(Note: In this example, each row has a mate but the similes are already mixed up.)

The pre-made simile/metaphor slips are slips of paper with the entire correct phrase written out. Once the first matching round of the game is done, the teams will set aside the cards and use these slips for the remainder of the game.

Game Play

Teaming up: The teacher has students count off or has some other random way of dividing the class into teams of roughly 3 to 5 people.

Naming: Each team takes a few minutes to come up with their team name.

Rounds: Each round is timed for 2 minutes except for the final round, which will be timed for 5 minutes. Apart from Round 1 and the Final Round where teams must work collectively, each round resembles the format of charades, in which one student is the main performer trying to get his/her team to guess the correct answer. The performer role changes at every round so everyone gets an opportunity to participate. Teams get a point for every simile/metaphor they identify correctly. The difficulty level ratchets up with every round.

Round 1: Match. Match the phrases to make the correct simile or metaphor. (Collective) At the end of 2 minutes, count how many correct similes each team made. The cards are set aside and the teacher puts the similes/metaphors slips into a hat, bag, or box.

Round 2: Talk. Each team chooses their talker. The first team to go gets the hat or bag with the simile/metaphor slips. The talker randomly pulls out one slip and must describe or define the meaning of the simile/metaphor without using any of the words in the phrase. For example: A student might exclaim, “It means to be really obstinate or set in your ways,” to describe the simile “As stubborn as a mule.” As soon as the team guesses the correct answer, the talker draws another slip out of the bag and continues. But if the talker uses ANY of the words in the actual phrase, the turn stops and moves onto the next team.

After 2 minutes is up, the team’s round is over and the teacher counts how many correct similes/metaphors the team got. The bag is handed to the next team, and the round continues until there are no more slips in the bag.

This round is fantastic for pushing students to expand their vocabulary and could even be a good tie-in for reviewing/practicing SAT and college-prep exam vocabulary words. (One student as describer)

Round 3: Student Choice. Once there are no more slips in the bag, all the slips are put back into the bag. This is now the beginning of Round 3. In this round, teams can choose who will be the next performer, and in which activity they’ll perform. Without using words, sounds, or any other form of communication, the performer must either draw or act out each simile/metaphor pulled from the bag. This could be literally drawing or acting out the imagery of the simile/metaphor or acting out its meaning. Students who don’t feel confident talking in

front of the class or who love to move or draw can find their niche as a valuable team player during this round.

Final Round: Write. This round lasts 5 minutes because teams are required to write a set number of their own similes/metaphors. (The teacher can decide the number; for example, 1 original simile and 2 original metaphors.) After the 5 minutes is up, each team must present their original writings and if they can explain or defend the meaning of each simile to the teacher’s satisfaction, they get a point for each. Game play ends after each team has presented their original similes and metaphors. The scores are tallied up and the team with the most points are the Simile Champions for the day.

Bonus Rounds or Continued Play. The game can continue on by using the student-written similes and metaphors, starting at round one. The phrases must be written on index cards for pairing, and these cards must be swapped among teams. Each team must then match the student-written similes/metaphors to make the correct phrase. (While the teams are doing Round 1, the teacher can quickly create the simile/metaphor slips.) The game could stop here or it could start all over again, moving on to Round 2.

Special Rules and Extras

Bonus Point: If famous literary similes or metaphors are mixed in with common similes, teams can score a bonus point if they can identify the work of literature the simile or metaphor comes from.

Special Editions: The game can also be modified to make special editions. This can be a great way to get students involved and invested in the figurative speech of difficult texts, like Shakespeare. For example, if the class is reading Macbeth, the teacher can make a special set of cards and slips that only takes similes and metaphors from Macbeth. Examples in suggested pairs:

Life’s but a / walking shadowThe wine of life / is drawnRenown and grace / is deadUpon my head they placed a / fruitless crownBellona’s / bridegroomEtc.

Design ProcessSimile Charades is actually a spin-off of a parlor game that I play regularly with my friends and my in-laws. We call it (unimaginatively) “The Hat Game,” because we pull the slips out of a hat. The rules are similar but the slips that go into the hat can be anything at all—phrases, fictional characters, places, books, mathematical concepts, philosophical principles, whatever. The game

play is in 3 or 4 rounds, with increasing difficulty. There are several variations on the rounds, but some other ways we play are to only use 3 words in the description round, or for the final round, we make our teammates close their eyes and they have to guess based solely on sounds that the performer makes—without using any props, acting, gesturing, or words. It’s so difficult but the results can be hilarious!

I’ve introduced The Hat Game to many people of all different cultures and backgrounds, and it has literally never failed to result in laughter and fun. People who were skeptical at first end up asking to play every time we have a party. It’s really quite incredible! I think it’s such a crowd pleaser because it really builds team spirit, and it’s so variable that people can find some kind of flow or comfort zone, whether it’s in guessing, acting, describing, drawing, or just being part of a team. I think the game also incorporates some important principles of entering the flow state, such as clear goals, increasing difficulty levels, and built-in motivating factors such as a ticking timer and a group of supportive teammates.

At first, when I decided to focus on similes and metaphors for this project, I had the idea of making an “Escape the Room” type of game where students would have to match the correct simile to get a clue. But this seemed too scattered. It was only when looking at sample simile matching cards online that I realized the similes could be written on slips, pulled out of a hat, and acted out. I realized this was an excellent way to gain deeper understanding of similes and metaphors, because you have to truly understand both literal and figurative meanings to be able to re-interpret them into original definitions, movements, and visuals. This was a total “a-ha” moment for me, and the rest just came naturally. I am so excited to try this with a real class, especially to see if it makes Shakespeare’s figurative language more palatable to teenagers.

ReferencesTemplate notes: The elements and outline of this template borrow significantly from templates used in Dr. Bernie Dodge's course Exploratory Learning Through Educational Simulation and Games at San Diego State University, http://edweb2.net/ldt670/.

Common Core State Standards. English Language Arts Standards » Reading: Literature » Grade 11-12. (n.d.). Retrieved March 29, 2019, from http://www.corestandards.org/ELA-Literacy/RL/11-12/

Education.com. EL Support Lesson: Making Sense of Metaphors. Retrieved March 27, 2019 from https://www.education.com/lesson-plan/el-support-lesson-making-sense-of-metaphors/

English Club. Matching Similes Games. (n.d.). Retrieved March 29, 2019, from https://www.englishclub.com/esl-games/vocabulary/matching-similes.htm