Language Arts · Grade 8

Active learning ideas

Figurative Language: Personification and Hyperbole

Active learning works for figurative language because students need to feel the difference between literal and exaggerated meaning in their bodies and voices. Personification and hyperbole thrive when learners physically embody non-human traits or stretch reality for effect. These activities move students from passive observers to active creators of figurative language, deepening understanding through movement and collaboration.

• Ontario Curriculum Expectations
• CCSS.ELA-LITERACY.RL.8.4
• CCSS.ELA-LITERACY.L.8.5.A

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Think-Pair-Share
• 25 min · Pairs

Pairs: Personification Improv

Partners draw a non-human object or idea, then improvise a short dialogue giving it human traits and emotions. They perform for the class and explain the relatable effect. Follow with peer feedback on how it enhances poetic depth.

Explain how personification can make abstract concepts more relatable in a poem.

Facilitation Tip

During Personification Improv, give pairs three random non-human nouns to dramatize, then rotate partners so students experience different perspectives on the same idea.

What to look for

Provide students with two short poem excerpts. Ask them to identify one example of personification and one example of hyperbole, explaining the effect of each in one sentence.

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

Activity 02

• Think-Pair-Share
• 30 min · Small Groups

Small Groups: Hyperbole Tournament

Groups brainstorm hyperboles for common scenarios like 'being tired' or 'loving pizza.' They vote on the most humorous or emphatic entry per round. Conclude by analyzing why winners amplify emotion effectively.

Analyze the effect of hyperbole in conveying strong emotions or creating comedic impact.

Facilitation Tip

In Hyperbole Tournament, require groups to present their exaggerated sentences with dramatic delivery before voting, which reinforces the purpose of hyperbole as performative.

What to look for

Present students with a list of sentences. Ask them to label each sentence as containing personification, hyperbole, or neither. For sentences with figurative language, have them briefly explain the intended meaning.

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

Activity 03

• Think-Pair-Share
• 35 min · Whole Class

Whole Class: Device Hunt Relay

Divide class into teams. Project poem excerpts; first student identifies personification or hyperbole, tags next teammate. Discuss effects as a group after each round to reinforce differentiation.

Differentiate between the subtle impact of personification and the exaggerated effect of hyperbole.

Facilitation Tip

For Device Hunt Relay, mix your own examples with student-authored ones so learners see how classmates use devices differently from published texts.

What to look for

Pose the question: 'How does a poet decide whether to use personification or hyperbole to achieve a specific effect?' Facilitate a class discussion where students share their analyses of poem examples and justify their choices.

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

Activity 04

• Think-Pair-Share
• 20 min · Individual

Individual: Mixed Device Journal

Students select a poem, underline examples of each device, then rewrite a stanza swapping them. Share one entry in a quick gallery walk to compare subtle versus exaggerated impacts.

Explain how personification can make abstract concepts more relatable in a poem.

Facilitation Tip

Have students create a two-column journal: one side for personification examples, the other for hyperbole, with brief reflections on the effect of each.

What to look for

Provide students with two short poem excerpts. Ask them to identify one example of personification and one example of hyperbole, explaining the effect of each in one sentence.

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

A few notes on teaching this unit

Teach figurative language by modeling with think-alouds that show your decision-making process when revising text. Use low-stakes writing to build comfort with experimentation, then scaffold toward analysis of mentor texts. Avoid overloading students with terminology—focus on function first, label later. Research shows students grasp figurative language best when they create it first, then analyze it, so reverse the typical sequence of instruction.

Successful learning looks like students confidently distinguishing personification from hyperbole in context, using each device intentionally for effect. They should explain their choices with clear reasoning about tone or meaning. By the end, students should revise their own writing to incorporate figurative language for greater impact.

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Watch Out for These Misconceptions

• During Personification Improv, watch for students confusing personification with simile or metaphor when embodying traits.

  After each improv round, pause to ask pairs to name the specific human trait they gave their non-human subject and explain why it differs from a comparison.

• During Hyperbole Tournament, watch for students creating exaggerations that feel accidental rather than intentional.

  Before voting, ask each group to explain the intended effect of their hyperbole, then revise any sentences that lack clear purpose for emphasis or humor.

• During Device Hunt Relay, watch for students assuming personification and hyperbole always create serious tones.

  After collecting examples, facilitate a quick discussion where students categorize their finds by tone, then debate which device more often creates humor versus empathy.

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Methods used in this brief

• Think-Pair-Share