English Language Arts · 2nd Grade

Active learning ideas

Understanding Figurative Language in Narratives

Active learning helps second graders grasp figurative language because hands-on sorting and discussing let them compare literal and figurative meanings side by side. Moving around the room, talking with partners, and seeing language on the wall turn abstract comparisons into concrete understanding.

• Common Core State Standards
• CCSS.ELA-Literacy.L.2.5.a

• 15–20 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 20 min · Small Groups

Inquiry Circle: Literal or Figurative Sort

Give small groups a set of sentence cards, some with literal descriptions and some with similes or metaphors. Groups sort the cards into two piles, then justify one or two choices to the class. Focus the justification on what image or feeling the figurative phrase creates that a literal description of the same thing would not.

Explain how a simile helps the reader visualize a character's movement.

Facilitation Tip

During Literal or Figurative Sort, model the first two examples aloud so students hear your thinking as you decide whether a phrase is literal or figurative.

What to look for

Provide students with a short paragraph containing one simile and one metaphor. Ask them to circle the simile and underline the metaphor. Then, have them write one sentence explaining what the simile helps them picture about a character.

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

Activity 02

• Think-Pair-Share
• 15 min · Pairs

Think-Pair-Share: Simile Workshop

Share three similes from the current read-aloud. Ask students to think about what each simile helps them picture or feel, then pair up to share their images. Each pair writes one new simile to describe a character's action or emotion using the sentence frame "___ was like ___ because ___," then shares with the class.

Compare the literal meaning of a phrase with its figurative meaning.

Facilitation Tip

In Simile Workshop, pause after each pair to ask, “What two things are being compared here, and what does that comparison show us?” to build precision.

What to look for

Present students with three sentences: one literal, one simile, and one metaphor. Ask them to hold up a green card for literal, yellow for simile, and red for metaphor. Follow up by asking one student to explain why a specific sentence is a simile or metaphor.

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

Activity 03

• Gallery Walk
• 20 min · Pairs

Gallery Walk: Figurative Language Wall

Post five or six enlarged sentences from a shared text around the classroom, each containing a simile or metaphor. Students rotate in pairs with a recording sheet, drawing or writing what each phrase literally says versus what it actually means. The class debrief focuses on which images were most vivid and what made them effective.

Construct a new simile to describe a character's feeling.

Facilitation Tip

For the Figurative Language Wall, give students sticky notes in three colors so they can mark phrases as simile, metaphor, or neither during the walk.

What to look for

Read aloud a short passage featuring figurative language. Ask: 'What does the author mean when they say [quote figurative phrase]? What picture does that create in your mind? Is that what the words usually mean?'

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

A few notes on teaching this unit

Teach figurative language by making it visual and social. Start with concrete comparisons students already know, then guide them to articulate the difference between literal and non-literal uses. Avoid rushing past the step where students explain what image the figurative phrase creates; that step anchors their understanding.

Students will confidently label similes and metaphors, explain what each phrase helps them picture, and use the terms correctly in their own writing. They will also recognize why authors choose figurative language to create vivid images in a reader’s mind.

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Watch Out for These Misconceptions

• During Literal or Figurative Sort, watch for students who label any phrase with 'like' as a simile.

  Pause the sort and read aloud a sample from the ‘like’ pile that is not figurative. Ask students to explain why it doesn’t count as a simile, then add a non-comparison sentence to the literal group so they see the difference.

• During Simile Workshop, watch for students who think similes always use the word 'like' but miss the requirement that the two things being compared must be different kinds of things.

  Bring the group back together and place two sample similes on the board. Circle the two things being compared in each (e.g., laugh and brook) and ask, 'Would this still make sense if the two things were very similar, like a laugh and a giggle?' Help them articulate that similes work best when the items are unlike.

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Methods used in this brief

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