Exploring Figurative Language

Overview

This 50-minute lesson introduces Year 5 students to figurative language within the nonsense poem Jabberwocky by Lewis Carroll. As the fourth lesson in a series on nonsense poetry, pupils will build upon their understanding of poetic features, focusing specifically on similes, metaphors, personification, and onomatopoeia in nonsense contexts.

This lesson aligns with the National Curriculum for England requirements for English, specifically focusing on reading comprehension, language knowledge, and creative writing skills.

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National Curriculum Links

English Programmes of Study – Years 3-6

• Reading—Comprehension:

  • Understand what they read, in books they can read independently, by checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context. (Year 5)
  • Identify and discuss themes and conventions in and across a wide range of writing. (Year 5)

• Language – Vocabulary, Grammar and Punctuation:

  • Recognise vocabulary and structures that are appropriate for formal speech and writing, including the subjunctive. (Year 5)
  • Use expanded noun phrases to convey complicated information concisely. (Year 5)
  • Use figurative language such as similes and metaphors. (Year 5)

• Writing – Composition:

  • Plan their writing by discussing and recording ideas. (Year 5)
  • Evaluate and edit by assessing the effectiveness of their own and others’ writing. (Year 5)

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Identify examples of figurative language including similes, metaphors, personification, and onomatopoeia in Jabberwocky.
• Explain how figurative language enhances the effect of nonsense poetry.
• Use figurative language to create their own nonsense phrases inspired by the poem.
• Reflect on how figurative language contributes to mood and imagery.

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Resources

• Copies of the poem Jabberwocky (printed or displayed)
• Whiteboard and markers
• Large paper and coloured pens for groups
• Figurative language reference sheet (simple definitions and examples)
• Audio recording of Jabberwocky being read aloud (optional)

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Lesson Activities

1. Starter: Recap and Set the Scene (5 minutes)

• Begin by briefly revisiting the previous lesson’s focus on features of nonsense poetry. Ask: “What features make a poem nonsense?” (Expect answers about made-up words, unusual rhythm, unexpected imagery.)
• Play or read aloud Jabberwocky in full, encouraging pupils to listen for imaginative language they’ve encountered before.

2. Understanding Figurative Language (10 minutes)

• Introduce or recap key figurative language terms: simile, metaphor, personification, and onomatopoeia, using a brief, pupil-friendly reference sheet. Highlight that while some words are nonsense, the language creates vivid images and feelings.
• On the whiteboard, provide examples of each figurative device from Jabberwocky, e.g.:
  • Onomatopoeia: “Tove” (invented but sound-evoking)
  • Simile (create a simple example inspired by the poem)
  • Personification: “The jaws that bite” (giving jaws an active, almost purposeful quality)
• Discuss what these devices add to the poem’s atmosphere and imagery.

3. Group Activity: Figurative Language Hunt (15 minutes)

• Split into groups of 5 pupils. Give each group a printed copy of Jabberwocky and coloured pens.
• Challenge each group to find and highlight phrases that demonstrate figurative language, annotating which type (simile, metaphor, etc.) is being used and why.
• Groups should prepare a quick explanation of one example to share.

4. Sharing and Discussion (10 minutes)

• Gather the class and have each group present one figurative phrase, explaining its effect on the poem’s meaning or mood.
• Facilitate discussion on how figurative language can make nonsense poetry more vivid and memorable, despite lack of obvious meaning in words.

5. Creative Application: Invent Your Own (8 minutes)

• Prompt pupils to choose a nonsense concept or creature and write one or two sentences including at least one example of figurative language inspired by Jabberwocky.
• Encourage playful imagination, e.g., “Her giggle was like tinkling bells in a thunderstorm.”
• Pupil work can be paired or shared verbally to foster confidence.

6. Plenary and Assessment (2 minutes)

• Ask pupils to reflect on the lesson by writing down one new figurative language word and an example from the poem or their own writing.
• Collect this as a quick formative assessment to check understanding.

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Assessment

• Formative: Observation during group work and listening to pupils’ explanations of figurative language.
• Written: Short written sentences created by pupils using figurative language.
• Reflection: Plenary notes showing understanding and use of figurative language terms.

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Differentiation

• Support: Provide a simplified figurative language sheet and sentence starters for pupils who need support. Allow paired work.
• Challenge: Encourage more able pupils to identify less obvious figurative language or invent multiple figurative phrases independently.

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Extension Ideas

• Create an illustrated poster of figurative language found in Jabberwocky.
• Write an alternative stanza of Jabberwocky using new figurative language.

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This lesson design employs active, cooperative learning with a creative, sensory approach that links directly to national curriculum goals in reading comprehension and writing. Through the exploration of figurative language in nonsense poetry, pupils deepen their understanding of language’s power to create vivid images and moods, building essential literacy skills in an engaging and imaginative context.