English Language Arts · 4th Grade

Active learning ideas

Figurative Language and Nuance

Active learning works for figurative language because students need to feel the difference between literal and imaginative language. When they act out idioms, create metaphors, and discuss adages in real time, they move from memorizing definitions to experiencing how figurative language shapes meaning.

• Common Core State Standards
• CCSS.ELA-Literacy.L.4.5
• CCSS.ELA-Literacy.L.4.5.a

• 25–40 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Role Play
• 30 min · Small Groups

Role Play: Idiom Charades

Students are given a common idiom (e.g., 'piece of cake' or 'under the weather'). They must act out the literal meaning while their team tries to guess the idiom and explain its actual, figurative meaning.

Why do authors use metaphors instead of just describing something literally?

Facilitation Tip

During Idiom Charades, stand back and let students figure out the idiom’s meaning from gestures first before naming it explicitly.

What to look for

Provide students with three sentences: one literal, one simile, and one idiom. Ask them to identify the figurative language and explain its meaning in their own words. For example: 'The runner was fast.' 'The runner was a cheetah.' 'The runner was out of the gate.' Ask: Which sentence uses figurative language and what does it mean?

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Inquiry Circle
• 25 min · Small Groups

Inquiry Circle: Metaphor Makers

Groups are given a 'boring' literal sentence (e.g., 'The sun was hot'). They must work together to turn it into a simile and a metaphor, then vote on which one creates the strongest mental image.

How do common idioms reflect the culture or history of a language?

Facilitation Tip

In Metaphor Makers, circulate with sentence strips and colored pencils to quietly coach groups who are stuck on the literal-to-figurative shift.

What to look for

Present students with a short paragraph containing an adage. Ask: 'What is the adage in this paragraph? What does it mean literally? What is the deeper message or advice the author is trying to convey?' Facilitate a brief class discussion on why the author chose an adage instead of stating the advice directly.

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

Activity 03

• Gallery Walk
• 40 min · Whole Class

Gallery Walk: Adage Art

Students illustrate a common adage (e.g., 'Don't count your chickens before they hatch'). The illustrations are posted, and peers must guess the adage and write a one-sentence 'real life' example of when that advice would be useful.

In what ways does word choice change the intensity of a sentence's meaning?

Facilitation Tip

For Adage Art, provide sticky notes with sentence starters so students can draft their artwork’s message before finalizing it on paper.

What to look for

Write a simple metaphor on the board, such as 'The classroom was a zoo.' Ask students to write one sentence explaining what this metaphor means. Then, ask them to write a simile that means the same thing. Collect responses to gauge understanding of metaphor and simile.

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

A few notes on teaching this unit

Teach figurative language by anchoring each form to a real-world purpose. Use mentor texts for similes and metaphors, but let students generate their own for maximum ownership. Avoid worksheets that ask for isolated definitions; instead, embed questions in discussions where students must explain why a metaphor works. Research shows that discussing figurative language in small groups increases accuracy and retention more than whole-class lectures.

Successful learning looks like students confidently identifying and explaining figurative language in context. They should use the language to create their own examples and justify their choices with peers. Missteps are part of the process, but students should revise their thinking based on feedback during each activity.

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Watch Out for These Misconceptions

• During Idiom Charades, watch for students who treat idioms as literal descriptions instead of cultural expressions.

  Pause the game and ask the group to act out the idiom literally first, then discuss why the real meaning is different. For example, have them mime ‘spill the beans’ by dropping actual beans, then explain the phrase’s meaning.

• During Metaphor Makers, watch for students who confuse metaphors with similes because they see ‘like’ or ‘as’ in both.

  Have students highlight the connecting word in each sentence strip; if it’s ‘like’ or ‘as,’ it’s a simile. Then challenge them to rewrite it without the word to create a stronger metaphor.

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Methods used in this brief

• Role Play
• Inquiry Circle
• Gallery Walk