English · Year 6

Active learning ideas

Metaphor and Simile

Active learning works for this topic because metaphor and simile require students to move from passive recognition to hands-on analysis. Students need to compare, debate, and create their own figurative language to truly grasp how these devices shape meaning and tone in a text.

• ACARA Content Descriptions
• AC9E6LA07
• AC9E6LT01

• 25–40 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 30 min · Small Groups

Inquiry Circle: Metaphor Match-Up

Give small groups a set of 'unlikely' objects (e.g., a clock and a heartbeat, or a river and a highway). They must brainstorm as many similes and metaphors as possible to connect them, then vote on the most poetic one.

Explain why poets choose metaphors over literal descriptions.

Facilitation Tip

During Metaphor Match-Up, circulate and listen for pairs who focus only on matching words rather than discussing the *reason* behind each comparison.

What to look for

Provide students with a short poem containing several metaphors and similes. Ask them to highlight one metaphor and one simile, then write one sentence explaining what two things are being compared in each instance.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Gallery Walk
• 40 min · Individual

Gallery Walk: Visual Metaphors

Students create a drawing of a 'literal' metaphor (e.g., 'the sun was a golden coin'). They display these around the room, and peers must write a short poem based on the visual interpretation they see.

Analyze how an extended metaphor can sustain a poem's theme.

Facilitation Tip

In the Gallery Walk, post a reminder on each station that asks students to note the tone created by the visual metaphor and how it connects to their own experiences.

What to look for

Present two short poems on a similar theme, one using literal descriptions and the other using strong figurative language. Ask students: 'Which poem is more engaging and why? What specific words or phrases create this effect?'

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: The Extended Metaphor

Read a poem that uses an extended metaphor. In pairs, students identify the 'anchor' of the metaphor and track how it changes throughout the poem, discussing how it helps build a deeper theme.

Interpret the impact on a poem when the central image is ambiguous.

Facilitation Tip

In the Think-Pair-Share, model how to build on a partner’s idea by restating and adding a new layer of analysis, rather than simply agreeing or disagreeing.

What to look for

Give students a sentence starter: 'The poet used [specific metaphor/simile] to compare [thing 1] to [thing 2] in order to show that...' Have them complete the sentence, explaining the poet's intent.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers should model their own thinking aloud when analyzing figurative language, showing how they move from identifying the comparison to interpreting its effect. Avoid over-simplifying by treating metaphors and similes as purely decorative—instead, emphasize their role in shaping a reader’s emotional response and understanding of the text. Research suggests that students benefit from repeated exposure to varied examples, including those that challenge their expectations, to break free from clichés.

Students should confidently explain how a poet’s choice of metaphor or simile affects a poem’s theme and mood. They should also generate their own comparisons, avoiding clichés, and justify their choices with clear reasoning.

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Watch Out for These Misconceptions

• During Metaphor Match-Up, watch for students who treat similes and metaphors as interchangeable.

  Prompt pairs to discuss why a poet might choose one over the other by asking, 'How does the word 'like' change the way you feel about the comparison? What happens if we remove it?'

• During Gallery Walk, watch for students who focus only on the visual appeal of the metaphor rather than its meaning.

  Ask students to write a short sentence explaining the comparison in each visual metaphor, then discuss as a group whether the comparison is effective or clichéd.

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Methods used in this brief

• Inquiry Circle
• Gallery Walk
• Think-Pair-Share