English Language Arts · 9th Grade · Grammar, Style, and the Power of Language · Weeks 28-36

Figurative Language in Everyday Speech

Exploring how figurative language (idioms, clichés, euphemisms) is used in everyday communication and its impact.

• Common Core State Standards
• CCSS.ELA-LITERACY.L.9-10.5.A
• CCSS.ELA-LITERACY.L.9-10.5.B

About This Topic

Language is saturated with figures of speech that most speakers use without noticing. Idioms ('under the weather,' 'break a leg'), cliches ('at the end of the day,' 'easier said than done'), and euphemisms ('passed away,' 'between jobs') shape communication in ways that vary significantly across cultures, generations, and contexts. For 9th graders, analyzing these forms develops both linguistic awareness and critical thinking about how language shapes perception.

Cliches are a particularly useful entry point. They were once fresh metaphors that became overused -- the phrase 'heart of gold' once evoked something vivid. Studying their origins helps students understand how figurative language ages and why original expression matters in their own writing. Euphemisms open a different conversation: they reveal what a culture considers uncomfortable or taboo, and analyzing them across contexts (medical, political, professional) develops critical reading skills.

Active discussion formats are especially productive for this topic because students bring prior knowledge from their own daily speech. Analyzing phrases they use habitually -- and discovering their origins or their cultural specificity -- is often genuinely surprising. That moment of recognition is a strong motivator for deeper language study.

Key Questions

1. How do idioms and clichés shape our everyday understanding of language?
2. Analyze the purpose and effect of euphemisms in various contexts.
3. Critique the overuse of clichés in writing and suggest more original expressions.

Learning Objectives

• Analyze the function of idioms and clichés in everyday conversation, identifying at least three examples from student-generated speech.
• Evaluate the effectiveness of euphemisms in specific contexts, such as news reporting or professional settings, by comparing their impact on audience perception.
• Critique the overuse of clichés in a provided text, suggesting at least two more original and precise alternatives for each cliché identified.
• Explain the cultural and generational variations in the understanding and use of common idioms.
• Classify examples of figurative language as idioms, clichés, or euphemisms based on their structure and function.

Before You Start

Introduction to Literary Devices

Why: Students need a foundational understanding of literary terms and their purpose in texts before analyzing specific types of figurative language.

Parts of Speech and Sentence Structure

Why: Understanding how words function within sentences is essential for analyzing the meaning and impact of idiomatic expressions.

Key Vocabulary

Idiom	A phrase or expression whose meaning cannot be deduced from the literal meaning of its words, such as 'kick the bucket' or 'bite the bullet'.
Cliché	An overused phrase or expression that has lost its original impact or meaning due to frequent repetition, like 'think outside the box' or 'a diamond in the rough'.
Euphemism	A mild or indirect word or expression substituted for one considered to be too harsh or blunt when referring to something unpleasant or embarrassing, such as 'passed away' for 'died'.
Figurative Language	Language that uses words or expressions with a meaning that is different from the literal interpretation, often for rhetorical effect.

Watch Out for These Misconceptions

Common Misconception

Idioms and cliches are the same thing.

What to Teach Instead

All cliches were once fresh expressions, but not all idioms are cliches. An idiom is a phrase whose meaning cannot be predicted from its parts ('kick the bucket'). A cliche is any expression -- figurative or not -- that has become so overused it no longer creates impact. An idiom becomes a cliche through overuse, not through being figurative.

Common Misconception

Euphemisms are always dishonest or manipulative.

What to Teach Instead

Euphemisms serve a range of purposes. Some soften genuine social discomfort ('passed away' instead of 'died') in contexts where bluntness would be unkind. Others obscure accountability ('enhanced interrogation'). Students develop stronger critical reading by distinguishing between euphemisms used for kindness and those used to avoid accountability.

Common Misconception

Avoiding all cliches is the goal of good writing.

What to Teach Instead

The goal is intentionality. A cliche used deliberately -- to establish a character's voice or to signal ironic self-awareness -- can be effective. The problem is unconscious reliance on ready-made phrases as substitutes for original thought. Writers who know what a cliche is can decide whether to use, subvert, or replace it.

Active Learning Ideas

Think-Pair-Share: Idiom Origins

Give each student three common idioms. They individually guess the origin of each, then pair up to share guesses and research the actual origin using a phone or dictionary. Pairs present the most surprising finding to the class, discussing how knowing an origin changes their sense of the phrase.

20 min·Pairs

Socratic Discussion: Euphemism and Power

Present three sets of euphemisms from different domains: political ('collateral damage'), corporate ('right-sizing'), medical ('procedure'). Students discuss in small groups what each phrase conceals and who benefits from the softened language, then share conclusions with the class.

25 min·Small Groups

Workshop: Cliche to Original

Students receive a paragraph heavy with cliches ('at the end of the day,' 'think outside the box,' 'it is what it is'). Working individually, they replace each cliche with a fresh, specific image or phrase that captures the same idea. Pairs swap and evaluate which replacements are most vivid and precise.

20 min·Pairs

Gallery Walk: Figurative Language Across Contexts

Post six short excerpts using figurative language from different domains: sports commentary, political speech, advertising, literature, social media, medical news. Students walk and annotate each with the type of figurative language and its intended effect on the audience.

20 min·Small Groups

Real-World Connections

• Journalists often use euphemisms when reporting on sensitive topics like death or economic hardship to avoid causing undue distress to readers or viewers. For example, a report might state someone is 'between jobs' rather than 'unemployed'.
• Marketing professionals sometimes employ clichés in advertising slogans to create instant recognition and appeal to common sentiments, though this can sometimes backfire if the audience perceives the slogan as unoriginal or insincere.
• Human resources departments frequently use euphemisms in company communications, such as referring to layoffs as 'rightsizing' or 'restructuring', to soften the impact of difficult news on employees.

Assessment Ideas

Exit Ticket

Provide students with three sentences, each containing a common idiom, cliché, or euphemism. Ask them to: 1. Identify the figurative language. 2. State whether it is an idiom, cliché, or euphemism. 3. Briefly explain its meaning in the context of the sentence.

Discussion Prompt

Pose the question: 'When is using a cliché helpful, and when is it a hindrance to clear communication?' Facilitate a class discussion where students share examples and justify their reasoning, encouraging them to consider audience and purpose.

Quick Check

Present students with a short paragraph filled with common clichés. Ask them to highlight each cliché and then rewrite the paragraph using more original and descriptive language, aiming for greater impact and clarity.

Frequently Asked Questions

What is the difference between an idiom and a cliche?

An idiom is a fixed phrase whose meaning differs from the literal meaning of its words -- 'bite the bullet' does not involve bullets or biting. A cliche is an expression that has been used so often it no longer creates any effect. Many idioms become cliches through overuse, but not all idioms are cliches and not all cliches are idioms.

Why do euphemisms matter for language arts students?

Euphemisms reveal what a culture treats as sensitive, uncomfortable, or taboo. Analyzing them teaches students to read beneath the surface of language -- to ask what a word choice conceals as well as what it says. This critical awareness transfers directly to analyzing rhetoric, political speech, advertising, and literary narration.

How do I teach students to avoid cliches without stifling their writing?

Focus on replacement rather than removal. When a student uses a cliche, ask what image or experience the phrase was trying to capture, then ask them to express that same thing in their own specific terms. This keeps the original impulse intact while pushing toward original expression. Banning cliches outright tends to make writing cautious rather than fresh.

How does active learning work for teaching figurative language in everyday speech?

Students already use idioms, cliches, and euphemisms daily -- they just do not have names for them. Active tasks like analyzing phrases from their own speech, tracing idiom origins, or role-playing how a euphemism changes a conversation's tone make the abstract concept immediate. Peer discussion surfaces the cultural variation in figurative language that no textbook list can cover.