Metaphor and Simile

Active learning helps Grade 6 students grasp figurative language because metaphors and similes are abstract concepts that make more sense when students manipulate them directly. When students sort, create, and debate examples in pairs and groups, they move beyond memorizing definitions to truly understanding how comparisons create meaning and emotion in language.

• Grade 6
• Language Arts
• 4 activities
• 20 min–40 min

Learning Objectives

1. Identify similes and metaphors in selected poems by Canadian authors.
2. Explain how specific metaphors and similes contribute to the overall meaning and emotional impact of a poem.
3. Compare the effect of a simile versus a metaphor in conveying an abstract idea.
4. Create original similes and metaphors to describe concrete objects or abstract concepts.

Chalk Talk

⏱ 25 min·Pairs

Pairs Sort: Simile or Metaphor?

Prepare cards with 20 sample sentences from poems. Pairs sort them into simile, metaphor, or literal categories, then rewrite one simile as a metaphor and discuss the effect. Share two examples per pair with the class.

Prepare & details

Analyze how a metaphor conveys meaning more deeply than literal language.

Facilitation Tip: During Pairs Sort, circulate and ask guiding questions like, 'Why did you place this phrase in the metaphor column? What clue did the words give you?' to prompt deeper analysis.

Setup: Large papers on tables or walls, space to circulate

Materials: Large paper with central prompt, Markers (one per student), Quiet music (optional)

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Self-Management

Chalk Talk

⏱ 35 min·Small Groups

Small Groups: Metaphor Creation Stations

Set up four stations with themes: emotions, nature, school life, animals. Groups spend 7 minutes at each creating and illustrating three original metaphors or similes, then gallery walk to vote on favorites.

Prepare & details

Differentiate between a simile and a metaphor, providing examples.

Facilitation Tip: For Metaphor Creation Stations, provide concrete examples first, such as comparing 'homework' to 'a mountain,' to model the process before students work independently.

Setup: Large papers on tables or walls, space to circulate

Materials: Large paper with central prompt, Markers (one per student), Quiet music (optional)

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Self-Management

Chalk Talk

⏱ 40 min·Whole Class

Whole Class: Figurative Language Poetry Slam

Select 5 short poems with metaphors and similes. Class reads aloud, pauses to identify devices, interprets meanings, then performs one poem emphasizing the figurative language with gestures.

Prepare & details

Explain how figurative language bridges the gap between the abstract and the concrete.

Facilitation Tip: In the Figurative Language Poetry Slam, give specific feedback on how students' performances use tone and expression to emphasize the figurative language in their poems.

Setup: Large papers on tables or walls, space to circulate

Materials: Large paper with central prompt, Markers (one per student), Quiet music (optional)

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Self-Management

Chalk Talk

⏱ 20 min·Individual

Individual: Personal Metaphor Reflection

Students choose an emotion or object from their life and write three metaphors or similes to describe it. They select one to illustrate and explain its deeper meaning in a short paragraph.

Prepare & details

Analyze how a metaphor conveys meaning more deeply than literal language.

Setup: Large papers on tables or walls, space to circulate

Materials: Large paper with central prompt, Markers (one per student), Quiet music (optional)

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Self-Management

Teaching This Topic

Teachers should approach figurative language by balancing direct instruction with hands-on exploration. Start with clear, simple examples and gradually increase complexity as students demonstrate understanding. Avoid relying solely on worksheets, as the interactive nature of these activities helps students internalize the concept. Research shows that students retain figurative language best when they create their own examples and discuss them with peers, so prioritize collaborative work over passive exercises.

What to Expect

Successful learning looks like students confidently distinguishing similes from metaphors, creating their own vivid comparisons, and explaining how these figures of speech deepen understanding. By the end of these activities, students should be able to analyze a poem or text and articulate the purpose behind each figurative comparison they identify.

Watch Out for These Misconceptions

Common Misconception

During Pairs Sort: Simile or Metaphor?, watch for students who group phrases like 'the moon is a silver coin' with similes because it uses 'is.' Redirect them by asking, 'Does this comparison use 'like' or 'as'? If not, it’s a metaphor even though it’s a comparison.'

What to Teach Instead

During Pairs Sort, have students highlight the connecting words ('like' or 'as') in yellow and underline the comparison in green to visually reinforce the difference between similes and metaphors.

Common Misconception

During Metaphor Creation Stations, watch for students who write literal comparisons like 'the night is dark.' Redirect them by asking, 'What does dark feel like? Can you compare it to something else to create a stronger image?'

What to Teach Instead

During Metaphor Creation Stations, provide a list of abstract nouns (e.g., anger, joy, fear) and concrete nouns (e.g., volcano, sunshine, storm) to guide students toward more vivid comparisons.

Common Misconception

During Figurative Language Poetry Slam, watch for students who read their poems without emphasizing the figurative language. Redirect them by asking, 'Which lines are comparisons? How can you change your tone to make those lines stand out?'

What to Teach Instead

During Figurative Language Poetry Slam, have students practice reading their poems aloud first with a partner, focusing on pausing slightly before and after the figurative language to highlight it.

Assessment Ideas

Quick Check

After Pairs Sort, provide students with a short poem or excerpt. Ask them to underline all similes and circle all metaphors. Then, have them write one sentence explaining the meaning of one identified simile and one sentence explaining the meaning of one identified metaphor.

Discussion Prompt

During Metaphor Creation Stations, pose the question to small groups: 'How does saying 'the classroom is a zoo' help us understand the classroom better than just saying 'the classroom is loud and busy'?' Facilitate a discussion focusing on how the metaphor creates a specific impression or feeling.

Exit Ticket

After Figurative Language Poetry Slam, provide students with two abstract concepts (e.g., friendship, time) and two concrete objects (e.g., a clock, a bridge). Ask them to create one simile and one metaphor for each abstract concept using the concrete objects.

Extensions & Scaffolding

• Challenge early finishers to find and bring in a song lyric or advertisement that uses a metaphor or simile, then present it to the class with an explanation of its effect.
• For students who struggle, provide a word bank of concrete nouns (e.g., ocean, storm, diamond) to pair with abstract ideas when creating metaphors or similes.
• For extra time, invite students to revise a literal sentence they wrote earlier into one that uses figurative language, then share their revisions in small groups to discuss the impact.

Key Vocabulary

simile	A figure of speech that directly compares two different things, usually by employing the words 'like' or 'as'.
metaphor	A figure of speech that directly equates two unlike things without using 'like' or 'as', suggesting a resemblance or analogy.
figurative language	Language that uses words or expressions with a meaning that is different from the literal interpretation, often to create a more vivid or impactful effect.
literal language	Language that means exactly what it says, without any hidden or symbolic meaning.