English Language · Secondary 3

Active learning ideas

Figurative Language: Metaphor and Simile

Active learning works well for metaphors and allusions because these concepts are abstract and require students to manipulate language to see their effects. When students create their own comparisons or hunt for allusions in texts, they move from passive observers to active meaning-makers.

• MOE Syllabus Outcomes
• MOE: Reading and Viewing - S3
• MOE: Language Use and Style - S3

• 25–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 45 min · Small Groups

Inquiry Circle: The Metaphor Map

Groups are given an extended metaphor from a poem or speech. They must create a visual map that shows the different points of comparison between the two things being compared and explain how this metaphor clarifies the author's message.

Analyze how a metaphor can reveal a new perspective on a familiar concept.

Facilitation Tip

During the Metaphor Map, circulate and ask probing questions like, 'What does this comparison reveal about the subject?' to push students beyond surface-level answers.

What to look for

Provide students with a short poem containing both similes and metaphors. Ask them to identify one example of each, label the tenor and vehicle, and write one sentence explaining the comparison being made.

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

Activity 02

• Gallery Walk
• 40 min · Individual

Gallery Walk: Allusion Hunt

Post several short excerpts containing allusions to history, mythology, or other literature. Students walk around and try to identify the source of each allusion and discuss what it adds to the meaning of the text.

Compare the effects of simile and metaphor in conveying imagery.

Facilitation Tip

For the Allusion Hunt, provide a short text with varied allusions and model how to use footnotes or context clues to decode them.

What to look for

Pose the question: 'How might a poet use a metaphor of 'a city as a jungle' differently than a simile 'a city like a jungle'?' Facilitate a class discussion focusing on the nuances of direct comparison versus implied comparison.

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

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: The Connotation Challenge

Students are given a list of words with strong connotations (e.g., 'home' vs. 'house'). Individually, they brainstorm the different associations each word carries; in pairs, they discuss how these connotations might change the meaning of a sentence.

Construct original metaphors and similes to describe abstract ideas.

Facilitation Tip

In the Connotation Challenge, assign specific pairs to present their word choices to the class so everyone engages with multiple perspectives.

What to look for

Ask students to write one original simile and one original metaphor to describe the feeling of 'anticipation'. They should then briefly explain what makes each comparison effective.

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

A few notes on teaching this unit

Start with concrete, relatable examples before moving to complex texts. Avoid over-explaining metaphors or allusions—let students grapple with them first. Research shows that students learn figurative language best when they create their own comparisons and see how authors craft them, so prioritize student-generated examples over lectures.

Successful learning looks like students confidently differentiating between metaphors and similes, explaining how figurative language enhances meaning, and applying these tools in their own writing. They should also connect allusions to broader contexts and discuss their purpose in texts.

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Watch Out for These Misconceptions

• During the Metaphor Map activity, watch for students who dismiss metaphors as 'just comparisons'. Redirect them by asking, 'What does this comparison reveal that a literal description would miss?'

  During the Allusion Hunt activity, watch for students who assume they must know every allusion’s source immediately. Direct them to use context clues first, then group to discuss possible origins based on the text’s hints.

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Methods used in this brief

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