English · Year 8

Active learning ideas

Figurative Language in Narrative

Active learning works because figurative language demands practice with intent, not just definitions. Students need to test devices in real contexts to see how metaphors reveal character or hyperbole shapes tone. Hands-on tasks make abstract comparisons concrete and memorable.

• ACARA Content Descriptions
• AC9E8LA07
• AC9E8LT03

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Gallery Walk
• 20 min · Pairs

Pairs: Metaphor Match-Up

Provide cards with character emotions and objects. Pairs match them to create metaphors, then write sentences using them in a narrative context. Partners swap and revise for deeper meaning.

Analyze how a well-placed metaphor can reveal a character's inner state without explicit description.

Facilitation Tip

During Metaphor Match-Up, circulate and ask pairs to justify their matches aloud, pushing them to explain how the metaphor reveals hidden meaning rather than just surface similarity.

What to look for

Present students with three short narrative excerpts, each featuring one of the target figurative language devices. Ask students to identify the device in each excerpt and write one sentence explaining its effect on the reader.

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

Activity 02

• Gallery Walk
• 30 min · Small Groups

Small Groups: Device Swap

Give groups a plain descriptive paragraph. They rewrite it three ways: adding similes, personification, then hyperbole. Groups share one version and discuss impact on reader engagement.

Compare the impact of personification versus a simile in describing a non-human entity.

Facilitation Tip

For Device Swap, limit groups to one piece of paper and one pen so all members contribute to the rewritten paragraph, ensuring every voice shapes the new version.

What to look for

Students write a short paragraph describing a familiar object or emotion using at least two different figurative language devices. They then exchange paragraphs with a partner. Partners identify the devices used and provide one specific suggestion for how the description could be made even more vivid.

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

Activity 03

• Gallery Walk
• 25 min · Whole Class

Whole Class: Hyperbole Relay

Students line up. Teacher reads a serious narrative start; first student adds hyperbole orally, next builds on it. Class votes on funniest or most effective chain, noting emotional emphasis.

Justify the use of hyperbole in a narrative to create comedic effect or emphasize a character's emotion.

Facilitation Tip

In Hyperbole Relay, model the first exaggerated sentence before starting so students hear how timing and absurdity create comedic effect before they write their own.

What to look for

Pose the question: 'When might using hyperbole be less effective than a more literal description in a narrative?' Facilitate a class discussion where students justify their answers with examples, considering audience and purpose.

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

Activity 04

• Gallery Walk
• 15 min · Individual

Individual: Personal Narrative Snippet

Students select a personal memory and infuse it with two devices: one metaphor or simile for setting, one personification or hyperbole for emotion. They self-assess for clarity and effect.

Analyze how a well-placed metaphor can reveal a character's inner state without explicit description.

What to look for

Present students with three short narrative excerpts, each featuring one of the target figurative language devices. Ask students to identify the device in each excerpt and write one sentence explaining its effect on the reader.

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

A few notes on teaching this unit

Teachers should model thinking aloud when analysing figurative language, showing how to infer character or theme from a metaphor like 'her smile was a sunrise.' Avoid over-explaining; instead, ask open questions that let students uncover layers themselves. Research suggests that students learn figurative language best when they create it, not just identify it, so prioritise writing tasks over worksheets.

Successful learning looks like students identifying figurative language in context, explaining its effect on meaning, and applying devices deliberately in their own writing. They should move from spotting devices to using them purposefully to shape reader response.

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Watch Out for These Misconceptions

• During Metaphor Match-Up, watch for students who treat metaphors as simple synonyms for literal phrases. Correction: After they match metaphors to literal alternatives, ask them to explain how the metaphor carries additional meaning that the literal phrase does not.

  During Device Swap, watch for groups that replace one device with another without considering the difference in effect. Correction: Before they share their rewritten paragraph, ask each group to name the original device and the new one, then explain how the change alters the reader’s impression.

• During Device Swap, watch for students who assume metaphors and similes are interchangeable. Correction: After groups finish rewriting, have them circle which comparisons use 'like' or 'as' and label them as similes, while underlining direct metaphors.

  During Hyperbole Relay, watch for students who create hyperbole without purpose. Correction: After the relay, ask students to identify which hyperboles were most effective in creating humour or emphasis, and explain why weak hyperboles failed to land.

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Methods used in this brief

• Gallery Walk