Figurative Language in Action

Overview

Students identify similes, metaphors, personification and onomatopoeia in short poetic and fictional extracts, then analyse how each device shapes a reader’s understanding, feelings and imagination. They build on prior knowledge of literal and descriptive language by applying accurate terminology and writing a concise analytical paragraph.

Learning intentions

Students will:

• identify four forms of figurative language in poems and prose extracts
• explain the literal meaning and implied meaning of each example
• analyse how figurative language affects the reader’s response
• use figurative language deliberately in their own writing
• write accurately and selectively for a clear purpose and audience

Success criteria

• I can correctly label similes, metaphors, personification and onomatopoeia.
• I can select a short quotation as evidence.
• I can explain what an image suggests and how it affects the reader.
• I can write a developed paragraph using terminology, evidence and analysis.

Curriculum links

• English – key stage 4 / Reading and writing: understanding relationships between words, nuances in meaning and figurative language.
• English – key stage 4 / Reading and writing: using age-appropriate linguistic and literary terminology when discussing texts.
• English – key stage 4 / Writing: selecting vocabulary, grammar, form and rhetorical devices to suit audience, purpose and context.
• English – key stage 4 / Writing: organising ideas and citing evidence and quotations effectively for support and emphasis.

Lesson structure (40 minutes)

1. 0–5 min · Hook and retrieval. Open with the striking image and opening question: “Why might a writer describe fear as a cold hand rather than simply saying ‘the character was frightened’?” Teacher elicits the difference between literal and figurative meaning, while the student gives an example of language that creates a strong mental image.

2. 5–12 min · Direct teaching. Use the device definitions and examples to model the four target devices:

• simile: comparison using “like” or “as”
• metaphor: direct comparison
• personification: giving human qualities to something non-human
• onomatopoeia: a word that echoes or suggests a sound Teacher highlights that a device is only the starting point; strong analysis explains the image, connotations and reader effect. The student annotates one model example and verbally explains its implied meaning.

3. 12–20 min · Guided identification. Distribute the figurative language analysis worksheet and display the guided practice extracts. The student reads the short poem and novel extracts, underlines the relevant phrase, labels the device and writes its literal and implied meanings. Teacher asks targeted questions such as “What is being compared?”, “Could this action really happen?” and “What sound is being imitated?”

Suggested extracts for the worksheet:

• “The moon was a silver coin above the rooftops.”
• “The wind clawed at the shutters all night.”
• “The hallway was as narrow as a knife-blade.”
• “Crash! The broken gate slammed against the wall.” These examples are original, age-appropriate and suitable for close analysis.

4. 20–27 min · Model analysis. Reveal the model response on the model paragraph and annotation: “The metaphor ‘the moon was a silver coin’ makes the moon seem small, bright and valuable. The image encourages the reader to picture it clearly against the dark sky, while ‘silver’ creates a cold, mysterious atmosphere.” Teacher identifies the structure: device and quotation, meaning and connotations, then effect on the reader. The student highlights each part and improves one worksheet response using more precise vocabulary.

5. 27–35 min · Independent application. The student chooses one extract from the extended response task and writes a short analytical paragraph explaining the effect of its figurative language. They must include the device, a brief quotation, the image or idea created, and an explanation of the reader’s response. If time allows, they write one original sentence using a different device and explain the effect they intended.

6. 35–40 min · Review and exit check. Return to the recap and exit question. The student completes the final worksheet prompt: “Choose one device from today. Explain how it can make writing more vivid or emotionally powerful.” Teacher checks terminology, quotation use and the link between language choice and reader effect, then gives one precise improvement target.

Resources

• the figurative language teaching and modelling deck
• the figurative language analysis worksheet
• Exercise book or lined paper
• Highlighters or coloured pens
• Board or visualiser
• Dictionary, if required

Assessment

• During modelling and guided practice, check whether the student distinguishes literal meaning from implied meaning and correctly labels each device.
• Review the analytical paragraph for accurate terminology, relevant quotation, explanation of connotations and a clear reader effect.
• Use the exit response to identify whether the student can transfer understanding from identification to purposeful analysis.

Differentiation

• For support, provide a device bank, colour-coded prompts and sentence starters such as: “The metaphor suggests…”, “This makes the reader imagine…”, and “The word ‘___’ has connotations of…”.
• Read the extracts aloud and allow the student to annotate digitally or orally before writing. Clarify unfamiliar vocabulary without supplying the analysis.
• For a stronger challenge, ask the student to compare the effects of two devices or explain how changing one metaphor would alter the atmosphere.
• As this is an individual lesson, adjust the pace and number of extracts. Offer speech-to-text, enlarged text or additional processing time where appropriate.