Figurative Language Exploration

Overview

Unit: Setting the Scene (Lesson 4 of 24)
Duration: 45 minutes
Class size: 4 students
Age group: Year 6 (age 10–11)
National Curriculum Ref: English – Writing – Composition & Vocabulary, Grammar and Punctuation – Years 5 and 6
Relevant NC Objectives:

• Use expanded noun phrases to convey complicated information concisely (Writing - composition)
• Use figurative language such as similes and metaphors to create vivid descriptions (Writing - vocabulary, grammar and punctuation)
• Identify and use language features to enhance setting and atmosphere (Reading comprehension and composition)

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WALT (We Are Learning To)

• Understand what similes and metaphors are and how they enhance descriptions of settings
• Create our own figurative language examples to enrich descriptive writing

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Success Criteria

• I can explain the difference between a simile and a metaphor
• I can identify similes and metaphors in descriptive texts
• I can write my own similes and metaphors to describe a setting
• I can discuss how figurative language changes the reader’s image and feelings about a setting

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National Curriculum Links (England)

• Writing – Composition: Pupils should be taught to describe settings, characters and atmosphere and integrate dialogue to convey character and advance action (Years 5 and 6).
• Vocabulary, Grammar & Punctuation: Pupils learn to use expanded noun phrases, similes and metaphors to create images in the reader's mind.
• Reading – Comprehension: Pupils make inferences about feelings and motives and explain how meaning is enhanced through word choices (Y6 reading comprehension).

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Lesson Breakdown

1. Introduction (8 minutes)

• Recap previous lessons on setting descriptions briefly to activate prior knowledge.
• Present the WALT and Success Criteria to the students.
• Mini-explanation of figurative language: Define similes ("like" or "as" comparisons) & metaphors (direct comparisons without "like" or "as").
• Share examples relevant to setting descriptions (e.g., "The fog was a thick blanket over the moor" for metaphor; "The trees swayed like dancers in the wind" for simile).
• Use a short, vivid extract from a well-known descriptive text (e.g., from "The Secret Garden" or "The Hobbit") to identify examples together.

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2. Guided Practice (12 minutes)

• Provide each student with a short paragraph describing a simple setting (e.g., a forest, beach, city street), containing mostly literal language.
• In pairs (or individually depending on learning needs), students underline nouns and adjectives they would enhance with figurative language.
• As a class, brainstorm and create similes and metaphors together for one or two of these descriptions, modelling thinking aloud.
• Students rewrite sentences by inserting their chosen figurative language, guided by teacher prompts.

Differentiation:

• Provide sentence starters for those who need scaffolding (e.g., "The ______ was like a ______ because...").
• More able students can be encouraged to incorporate personification or create compound similes/metaphors.

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3. Independent Activity (15 minutes)

• Each student chooses one of the settings provided or imagines their own.
• They will write 3 to 5 descriptive sentences using at least:
  • 2 similes
  • 2 metaphors
• Encourage use of sensory details (sight, sound, touch) to support vivid imagery alongside figurative language.
• Provide support by conferencing with students individually, offering prompts and encouraging risk-taking in their language choices.

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4. Sharing and Feedback (7 minutes)

• Students read aloud one or two of their sentences.
• Use peer feedback focusing on how the figurative language enhances the description: “What picture do you imagine? How does it make you feel?”
• Teacher highlights effective uses and suggests possible improvements using language like "This simile makes me imagine..."
• Discuss how changing a simple noun phrase into figurative language transforms the scene.

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5. Plenary & Extension (3 minutes)

• Recap the WALT and invite students to self-assess against the success criteria using thumbs up/down or a quick verbal quiz:
  • What is a simile?
  • What is a metaphor?
  • How does figurative language help the reader?
• Extension for advanced learners: Challenge them to create a short, atmospheric paragraph describing a new setting using a mix of similes, metaphors, and personification.

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Resources Needed

• Whiteboard or flip chart with definitions and examples
• Printed short setting descriptions for annotation
• Writing materials (notebooks, pens)
• Optional: images of different settings for inspiration

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Differentiation Strategies

• For lower ability learners:
  • Sentence starters and word banks of common similes/metaphors
  • One-to-one support for brainstorming
• For EAL learners:
  • Visual supports (images) linked to vocabulary
  • Collaborative pair work
• For more able learners:
  • Tasks to use metaphorical language related to emotions/weather/atmosphere
  • Challenge to explain why chosen figurative phrases work so well

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Assessment

• Formative assessment during guided and independent activities through observation & questioning
• Listening to students’ reading and peer feedback comments
• Review of written sentences to check for correct use of similes and metaphors and to see how language enhances description
• End of lesson self-assessment against success criteria

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Reflection Notes for Teacher

• Did the students engage well with creating their own figurative language?
• Did they understand the difference and purpose of similes vs metaphors?
• What strategies worked best to support diverse learners?
• Are students ready to apply figurative language independently in their longer descriptive writing?

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This lesson is designed to be interactive, accessible, and creative, encouraging Year 6 students to experiment confidently with figurative language in line with the National Curriculum’s goals for vocabulary development and composition skills.