Interpreting Figurative LanguageActivities & Teaching Strategies
Active learning works well for interpreting figurative language because students need practice moving between literal and implied meanings in real time. When students discuss, perform, and create, they develop the habit of looking for clues in the text rather than relying on memorized definitions.
Learning Objectives
- 1Analyze the effect of a specific simile on the reader's understanding of a character's emotions.
- 2Explain why an author uses personification instead of a literal description to convey a specific idea.
- 3Identify the type of figurative language (simile, metaphor, personification, idiom) used in a given sentence.
- 4Construct original sentences using idioms accurately to describe common situations.
- 5Compare the meaning conveyed by a literal sentence versus a sentence using a metaphor.
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Think-Pair-Share: Effect Analysis
Display a sentence containing figurative language from a class text. Students first interpret the phrase individually in writing, then discuss with a partner to compare and refine their analysis. Pairs share their best explanation with the class, and the teacher guides discussion toward why the author chose that specific comparison rather than a literal description.
Prepare & details
Explain why authors use figurative language instead of literal descriptions.
Facilitation Tip: During Think-Pair-Share, circulate and listen for interpretations that include textual evidence, not just guesses.
Setup: Standard classroom seating; students turn to a neighbor
Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs
Gallery Walk: Figurative Language Stations
Post examples of each figurative language type (metaphor, simile, personification, idiom) on separate posters around the room. Student groups rotate through stations, writing their interpretation of each example and one original sentence using the same technique. The class compares interpretations to see where the language led different readers to different meanings.
Prepare & details
Analyze the effect of a specific simile on the reader's understanding of a character.
Setup: Wall space or tables arranged around room perimeter
Materials: Large paper/poster boards, Markers, Sticky notes for feedback
Performance: Bring Personification to Life
Students select an inanimate object and write three to four sentences of personification describing it. They perform their passage for a small group while the group guesses the object being described. Afterward, groups discuss which details most effectively gave the object human qualities and why those choices worked.
Prepare & details
Construct a sentence using personification to describe an inanimate object.
Setup: Wall space or tables arranged around room perimeter
Materials: Large paper/poster boards, Markers, Sticky notes for feedback
Jigsaw: Idiom Dictionary
Assign each small group three to four idioms from a provided list. Groups research the likely origin of each idiom, define it in their own words, and create an example sentence. Groups then combine into jigsaw teams where each member teaches their idioms, and the class assembles a shared classroom idiom reference.
Prepare & details
Explain why authors use figurative language instead of literal descriptions.
Setup: Flexible seating for regrouping
Materials: Expert group reading packets, Note-taking template, Summary graphic organizer
Teaching This Topic
Teach figurative language by modeling your own thinking aloud. Read a sentence with personification, pause, and say, 'I notice the author didn’t literally mean the wind made a sound like a person. It helps me picture the wind as strong and wild.' Avoid rushing to definitions; instead, build meaning from context clues and repeated exposure.
What to Expect
Successful learning happens when students can explain how figurative language creates meaning and effect. They should connect their interpretations to specific words and phrases, not just name the type of figurative language.
These activities are a starting point. A full mission is the experience.
- Complete facilitation script with teacher dialogue
- Printable student materials, ready for class
- Differentiation strategies for every learner
Watch Out for These Misconceptions
Common MisconceptionDuring Think-Pair-Share: Effect Analysis, students may think figurative language is only found in fiction and poetry.
What to Teach Instead
Use the sentence stems in Think-Pair-Share to include examples from informational texts, such as news articles or science passages, to show students that figurative language appears in many types of writing.
Common MisconceptionDuring Jigsaw: Idiom Dictionary, students may believe there is one correct interpretation of a figurative phrase.
What to Teach Instead
During the Jigsaw activity, have each group present multiple valid interpretations of an idiom and require them to support each with textual evidence from the source passage.
Common MisconceptionDuring Performance: Bring Personification to Life, students may believe idioms mean what they literally say.
What to Teach Instead
In the Performance activity, explicitly contrast idioms with other types of figurative language by asking students to act out both a personified phrase and a literal idiom, then discuss why one is interpretable and the other is not.
Assessment Ideas
After Think-Pair-Share: Effect Analysis, ask students to write a paragraph using one example of figurative language from the text, identify its type, and explain how it contributes to the author’s meaning.
During Gallery Walk: Figurative Language Stations, have students leave a sticky note at each station with their interpretation of the figurative phrase and one sentence explaining how it affects the reader’s understanding.
After Performance: Bring Personification to Life, facilitate a class discussion where students compare their interpretations of the personified phrases and explain which performance best matched the author’s intended effect.
Extensions & Scaffolding
- Challenge students to find an example of figurative language in an informational article and explain how it helps the reader visualize or understand complex ideas.
- Scaffolding: Provide sentence frames for students to use when explaining their interpretations, such as 'The author used [type] to show _____ because ______'.
- Deeper exploration: Have students rewrite a paragraph replacing all figurative language with literal language and compare the effects on tone and imagery.
Key Vocabulary
| simile | A figure of speech that compares two unlike things using 'like' or 'as'. It helps create a vivid image for the reader. |
| metaphor | A figure of speech that directly compares two unlike things without using 'like' or 'as'. It states that one thing is another thing. |
| personification | A figure of speech where human qualities or actions are given to inanimate objects or abstract ideas. |
| idiom | A phrase or expression whose meaning cannot be understood from the ordinary meanings of its individual words. It has a figurative meaning understood by native speakers. |
Suggested Methodologies
Planning templates for English Language Arts
ELA
An English Language Arts template structured around reading, writing, speaking, and language skills, with sections for text selection, close reading, discussion, and written response.
Unit PlannerThematic Unit
Organize a multi-week unit around a central theme or essential question that cuts across topics, texts, and disciplines, helping students see connections and build deeper understanding.
RubricSingle-Point Rubric
Build a single-point rubric that defines only the "meets standard" level, leaving space for teachers to document what exceeded and what fell short. Simple to create, easy for students to understand.
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