English Language · Secondary 4

Active learning ideas

Understanding Figurative Language in Non-Fiction

Active learning turns abstract concepts like figurative language into concrete skills by making students engage directly with real texts. When students hunt for metaphors in a news article or craft their own analogies, they move from passive reading to active analysis, building both comprehension and critical thinking.

• MOE Syllabus Outcomes
• MOE: Vocabulary and Grammar - S4
• MOE: Reading and Viewing - S4

• 30–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Think-Pair-Share
• 35 min · Pairs

Think-Pair-Share: Figurative Hunt in Articles

Provide excerpts from non-fiction texts on global issues. Students individually underline metaphors and similes, then pair to explain their persuasive effects and literal versus figurative meanings. Pairs share one strong example with the class, justifying its impact.

Analyze how figurative language enhances the persuasive power of a non-fiction text.

Facilitation Tip

During Think-Pair-Share, give each pair a different colored pen to underline and annotate their article, making it easy to track their reasoning during the share step.

What to look for

Present students with a short paragraph from a news article or opinion piece. Ask them to underline one example of figurative language and write one sentence explaining its literal meaning and one sentence explaining its figurative effect on the reader.

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

Activity 02

• Jigsaw
• 45 min · Small Groups

Jigsaw: Analogy Experts

Divide class into groups, each assigned a non-fiction text rich in analogies. Groups analyze how analogies clarify concepts, prepare mini-teachings, then regroup to share expertise across texts. Conclude with whole-class synthesis.

Differentiate between literal and figurative meanings in complex passages.

Facilitation Tip

In Jigsaw Groups, assign each group a specific type of figurative language to research and present, ensuring all devices are covered across the class.

What to look for

Provide students with two short texts on the same global issue, one using significant figurative language and one that is purely literal. Facilitate a class discussion: 'Which text was more persuasive and why? How did the author's choice of language, particularly figurative language, impact your understanding and feelings about the issue?'

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 03

• Gallery Walk
• 40 min · Small Groups

Gallery Walk: Create Your Own

In small groups, students craft metaphors or similes for abstract issues like sustainability, post on posters with explanations. Class walks the gallery, voting on most persuasive and noting interpretations.

Explain how an author's use of analogy clarifies abstract concepts.

Facilitation Tip

For the Gallery Walk, set a timer for each station so students rotate efficiently and leave their feedback on sticky notes for creators to review.

What to look for

In pairs, students identify and label three instances of figurative language in a provided excerpt. They then swap their annotated texts. Each student writes a brief comment for their partner: 'Did you correctly identify the figure of speech? Is your explanation of its effect clear and accurate?'

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

Activity 04

• Chalk Talk
• 30 min · Pairs

Role-Play Debate: Literal vs Figurative

Pairs prepare debates: one side argues a passage's power comes from literal facts, the other from figurative language. Perform for class, who votes and discusses evidence.

Analyze how figurative language enhances the persuasive power of a non-fiction text.

Facilitation Tip

During the Role-Play Debate, assign roles explicitly—some students must argue for literal meanings while others defend figurative interpretations—to push students to weigh evidence carefully.

What to look for

Present students with a short paragraph from a news article or opinion piece. Ask them to underline one example of figurative language and write one sentence explaining its literal meaning and one sentence explaining its figurative effect on the reader.

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

A few notes on teaching this unit

Teach figurative language by grounding it in purpose. Start with short, high-impact examples from real non-fiction, then ask students to identify the device and explain its effect. Avoid overloading them with terminology—focus on how language shapes meaning. Research shows that students grasp figurative language best when they create their own examples and critique peers’ work, so prioritize production over memorization.

Students should confidently identify figurative devices in non-fiction and explain how they shape meaning and tone. They should also justify why authors choose figurative language over literal phrasing to strengthen arguments or clarify complex ideas.

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Watch Out for These Misconceptions

• During Think-Pair-Share figurative hunt, watch for students who dismiss figurative language in non-fiction as 'too poetic' or 'not factual'.

  Provide each pair with a short opinion piece on a social issue and ask them to find at least two examples of figurative language. During the share step, highlight student examples that show how metaphors or similes are used to make abstract ideas like poverty feel immediate and urgent.

• During Jigsaw Groups analogy experts, watch for students who assume analogies are always direct comparisons.

  Give each group a text with a clear analogy and ask them to label the two parts being compared. Then, have them research whether the analogy is logical or exaggerated, using evidence from the text to justify their answer.

• During the Gallery Walk, watch for students who think figurative language is only for decoration.

  Ask students to create a poster that includes a figurative device, its literal meaning, and a written explanation of how it persuades the reader. During the walk, peers must comment on whether the explanation clearly connects the device to the author’s purpose.

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Methods used in this brief

• Think-Pair-Share
• Jigsaw
• Gallery Walk
• Chalk Talk