Language Arts · Grade 6

Active learning ideas

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.

• Ontario Curriculum Expectations
• CCSS.ELA-LITERACY.RL.6.4

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 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.

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.

What to look for

Present 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.

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

Activity 02

• 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.

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.

What to look for

Pose the question: 'How does saying 'the city is a concrete jungle' help us understand the city better than just saying 'the city has many buildings and roads'?'. Facilitate a class discussion focusing on how the metaphor creates a specific impression or feeling.

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

Activity 03

• 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.

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.

What to look for

Provide students with two abstract concepts (e.g., freedom, loneliness) and two concrete objects (e.g., a bird, a shadow). Ask them to create one simile and one metaphor for each abstract concept using the concrete objects.

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

Activity 04

• 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.

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

What to look for

Present 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.

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

• 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.'

  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.

• 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?'

  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.

• 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?'

  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.

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Methods used in this brief

• Chalk Talk