Figurative Language in Everyday Speech

Active learning works for this topic because figurative language is inherently social. Idioms, cliches, and euphemisms thrive in conversation, so discussing them in pairs and small groups lets students notice patterns they’d otherwise miss. Moving beyond worksheets helps students connect these phrases to real communication in ways that passive reading cannot.

• 9th Grade
• English Language Arts
• 4 activities
• 20 min–25 min

Learning Objectives

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

Think-Pair-Share

⏱ 20 min·Pairs

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.

Prepare & details

How do idioms and clichés shape our everyday understanding of language?

Facilitation Tip: During Think-Pair-Share: Idiom Origins, have students first jot down any idioms they’ve heard that day before pairing up, so they start with lived experience rather than abstract definitions.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

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

Chalk Talk

⏱ 25 min·Small Groups

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.

Prepare & details

Analyze the purpose and effect of euphemisms in various contexts.

Setup: Large papers on tables or walls, space to circulate

Materials: Large paper with central prompt, Markers (one per student), Quiet music (optional)

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Self-Management

Chalk Talk

⏱ 20 min·Pairs

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.

Prepare & details

Critique the overuse of clichés in writing and suggest more original expressions.

Setup: Large papers on tables or walls, space to circulate

Materials: Large paper with central prompt, Markers (one per student), Quiet music (optional)

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Self-Management

Gallery Walk

⏱ 20 min·Small Groups

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.

Prepare & details

How do idioms and clichés shape our everyday understanding of language?

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

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

Teaching This Topic

Teachers approach this topic by treating it as cultural literacy, not vocabulary drills. Use students’ existing language as the text, then build critical questions around power and clarity. Avoid long lectures on definitions; instead, let students test their hunches through discussion and revision. Research shows that when students analyze language they already use, they develop deeper metalinguistic awareness.

What to Expect

Successful learning shows when students can distinguish between idioms, cliches, and euphemisms by explaining their origins and effects. They should also articulate why some figurative phrases are effective in context while others weaken communication. Evidence includes thoughtful discussion contributions and revised writing that replaces cliches with intentional language.

Watch Out for These Misconceptions

Common Misconception

During Think-Pair-Share: Idiom Origins, watch for students who group idioms and cliches together because they sound similar.

What to Teach Instead

Pause the pair share and ask each pair to create two columns: one for phrases whose meaning cannot be guessed from the words (idioms) and one for phrases that feel overused (cliches). Have them move examples between columns based on these criteria.

Common Misconception

During Socratic Discussion: Euphemism and Power, watch for students who assume all euphemisms are manipulative.

What to Teach Instead

Give each small group one euphemism from the discussion list and a sentence showing its use. Ask them to decide whether it softens a harsh truth or obscures responsibility, then justify their choice to the class.

Common Misconception

During Workshop: Cliche to Original, watch for students who avoid cliches entirely instead of using them intentionally.

What to Teach Instead

Provide a model paragraph with bolded cliches. Ask students to circle the cliches, label their purpose (tone, emphasis, humor), then revise only the cliches that no longer serve that purpose.

Assessment Ideas

Exit Ticket

After the exit ticket on idioms, cliches, and euphemisms, collect responses and group them by accuracy. Review one representative example aloud to clarify misunderstandings before the next lesson.

Discussion Prompt

During Socratic Discussion: Euphemism and Power, listen for students who cite specific examples to support their claims about honesty and clarity. Use their reasoning as formative assessment of their critical thinking about language.

Quick Check

After the Workshop: Cliche to Original, collect the rewritten paragraphs and highlight one cliche per student that remains. Use these highlights to plan mini-lessons on intentional cliche use in the next class.

Extensions & Scaffolding

• Challenge students to create a short comic or infographic that visually explains the difference between idioms, cliches, and euphemisms using examples from the unit.
• For students who struggle, provide a bank of literal and figurative phrases to sort before tackling full sentences, reducing cognitive load during discussion.
• Deeper exploration: Ask students to interview a family member about a favorite idiom or euphemism, then present its cultural or generational significance to the class.

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.