English Language Arts · 7th Grade

Active learning ideas

Imagery and Figurative Language

Active learning works for imagery and figurative language because students need to *feel* the power of words, not just define them. When they collaborate to create or analyze comparisons, the impact of these literary devices becomes immediate and memorable.

• Common Core State Standards
• CCSS.ELA-Literacy.RL.7.4
• CCSS.ELA-Literacy.L.7.5

• 15–40 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 40 min · Small Groups

Inquiry Circle: Figurative Art

Groups are given a poem rich in imagery. They must create a 'literal' drawing of a figurative line (e.g., 'the wind whistled') and a 'figurative' drawing of what it actually means, explaining the difference to the class.

How does a specific metaphor change the reader's perception of a common object?

Facilitation Tip

During Figurative Art, remind groups that the artwork is secondary to the written explanation of how each device serves the poem or story.

What to look for

Provide students with a short poem or excerpt. Ask them to identify one example of imagery, one simile or metaphor, and one instance of personification. For each, they should write one sentence explaining how it affects the reader's understanding or feeling.

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

Activity 02

• Think-Pair-Share
• 15 min · Pairs

Think-Pair-Share: Metaphor Makeover

Students take a boring, literal sentence (e.g., 'It was hot outside') and work with a partner to turn it into a simile, a metaphor, and a personification. They share their favorite version with the class.

In what ways does personification help convey the emotional state of a speaker?

Facilitation Tip

For Metaphor Makeover, model turning a flat description into a vivid one, then let students practice with your feedback before they pair up.

What to look for

Present students with two versions of a sentence: one literal and one using figurative language (e.g., 'The sun was hot' vs. 'The sun was a fiery eye in the sky'). Ask: 'Which sentence creates a stronger image? Why? How does the figurative language change your perception of the sun?'

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

Activity 03

• Gallery Walk
• 30 min · Individual

Gallery Walk: Imagery Stations

Set up stations for each of the five senses. Students visit each station and find one line from a provided text that appeals to that sense, writing it on a large piece of chart paper for everyone to see.

Why do poets choose figurative language over literal descriptions?

Facilitation Tip

At Imagery Stations, assign each group a device to focus on so the gallery walk showcases a variety of examples rather than repetition.

What to look for

Display a common object (e.g., a chair, a clock). Ask students to write two different similes or metaphors to describe it. Then, have them choose one and write a sentence explaining the specific quality of the object their comparison highlights.

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

A few notes on teaching this unit

Teach figurative language by starting with the reader’s experience, not the definition. Ask students what picture forms in their mind before naming the device. Avoid overloading with terms—focus on the effect first, the label second. Research shows that students retain figurative language best when they create their own, so build in opportunities for original writing after analysis.

Successful learning looks like students explaining not just what a metaphor is, but why an author chose one shape of comparison over another. They should connect the device to the emotion or image it creates in the reader’s mind.

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Watch Out for These Misconceptions

• During Collaborative Investigation: Figurative Art, watch for students who focus only on drawing and skip the written explanation of how each device affects the reader.

  Require each group to include a sticky note beside their artwork that names the device and explains its impact on tone or mood before they share with the class.

• During Think-Pair-Share: Metaphor Makeover, watch for students who treat the task as a synonym hunt rather than a crafting of fresh, vivid comparisons.

  Display a list of overused comparisons (e.g., 'as busy as a bee') and challenge students to replace them with original, specific images before they revise their sentences.

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Methods used in this brief

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