English Language Arts · 7th Grade

Active learning ideas

Figurative Language in Everyday Use

Active learning works because figurative language requires students to move from passive recognition to active interpretation. When students discuss, sort, and create, they practice the inference skills that make these expressions meaningful in real contexts, not just in memory.

• Common Core State Standards
• CCSS.ELA-Literacy.L.7.5.a

• 12–20 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Think-Pair-Share
• 15 min · Pairs

Think-Pair-Share: Literal vs. Figurative Interpretation

Present students with five common idioms ("hit the nail on the head," "under the weather," "piece of cake"). Each student writes the literal meaning and then the figurative meaning. Pairs discuss what context clues would help a reader choose the right interpretation, then share examples with the class.

How does understanding the cultural context help interpret the meaning of an idiom?

Facilitation Tip

During the Think-Pair-Share, circulate and listen for students who are stuck on literal meanings before prompting them to consider context together.

What to look for

Provide students with three sentences, each containing either an idiom, proverb, or adage. Ask them to: 1. Identify the figurative language used. 2. Write its literal meaning. 3. Write its figurative meaning.

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

Activity 02

• Gallery Walk
• 20 min · Small Groups

Gallery Walk: Proverbs Across Cultures

Post six proverbs from different cultural traditions around the room. Students rotate, write the implied meaning of each, and note any connections to familiar English-language proverbs. Debrief by comparing how different cultures express similar wisdom using different images.

Compare the literal and figurative meanings of common proverbs.

Facilitation Tip

In the Gallery Walk, assign small groups to one section so they have time to read, discuss, and prepare a brief summary before moving on.

What to look for

Pose the question: 'How might someone misunderstand the idiom 'bite the bullet' if they didn't know its cultural origin?' Facilitate a brief class discussion, guiding students to connect cultural context with meaning.

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

Activity 03

• Give One, Get One
• 15 min · Small Groups

Sorting Activity: Idiom, Proverb, or Adage?

Give groups a set of expression cards to categorize. Students must also write a brief justification for each categorization. Disagreements become discussion points during class debrief, reinforcing the distinctions through argumentation rather than memorization.

Explain how the use of an adage can add wisdom or humor to a text.

Facilitation Tip

For the Sorting Activity, provide a mix of familiar and unfamiliar examples so students practice inference rather than recall.

What to look for

Present students with a list of ten phrases. Ask them to circle the phrases that are idioms, underline the proverbs, and put a square around the adages. Review answers as a class, clarifying any confusion.

• Remember
• Understand
• Relationship Skills
• Social Awareness

Activity 04

• Give One, Get One
• 12 min · Individual

Quick Write: Figurative Language in Context

Students select an adage or proverb and write a short paragraph using it in context -- either explaining it in relation to a current event or connecting it to a scene from a book they are reading. This anchors the figurative expression in something concrete.

How does understanding the cultural context help interpret the meaning of an idiom?

Facilitation Tip

During the Quick Write, remind students to use a phrase in context before explaining it, reinforcing the connection between language and situation.

What to look for

Provide students with three sentences, each containing either an idiom, proverb, or adage. Ask them to: 1. Identify the figurative language used. 2. Write its literal meaning. 3. Write its figurative meaning.

• Remember
• Understand
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teach figurative language by grounding it in real-world use rather than isolated memorization. Research shows that students learn best when they encounter these expressions in context and discuss their cultural or historical meanings. Avoid presenting them as lists to memorize. Instead, use collaborative tasks that require students to reason together, as this builds the interpretive skills needed for comprehension in literature and everyday speech.

Successful learning looks like students confidently distinguishing idioms, proverbs, and adages in new contexts, explaining their meanings using context clues, and applying this skill to everyday reading. Students should also recognize that these expressions reflect cultural and historical perspectives.

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Watch Out for These Misconceptions

• During Think-Pair-Share, watch for students who assume idioms translate directly between languages. They may try to match words without considering cultural context.

  Use the Think-Pair-Share to guide students to discuss the idiom's cultural origin and situation. Ask: 'What does this phrase mean in English? Could it mean the same thing in another language? Why or why not?'

• During Sorting Activity, watch for students who treat proverbs and adages as interchangeable. They may sort based on familiarity rather than distinguishing features.

  After students sort the phrases, have each group explain their choices. Ask: 'What clues helped you decide if this was a proverb or an adage? Did the age or wisdom in the saying matter?'

• During Quick Write, watch for students who memorize definitions rather than interpreting expressions in context. They may write a phrase and its dictionary meaning without connecting it to a scenario.

  Require students to include a scenario with their phrase. Ask: 'Where would someone say this? What is happening in that moment that makes this phrase fit?'

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Methods used in this brief

• Think-Pair-Share
• Gallery Walk
• Give One, Get One