Unit Context

Unit: Exploring Ancient Egypt
Lesson: 2 of 15
Duration: 60 minutes
Class Size: 18 Year 4 students (ages 8-9)

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National Curriculum Links

English – Year 4 Programme of Study

• Reading: Comprehension
  • Develop positive attitudes to reading, and understanding of what they read, by:
    • Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks (NC p. 16)
    • Identify how language, structure and presentation contribute to meaning (NC p. 16)
• Writing: Composition
  • Plan their writing by:
    • Discussing and recording ideas (NC p. 17)
• Vocabulary, Grammar and Punctuation
  • Develop understanding of figurative language (metaphors, similes, personification), expanding vocabulary and linguistic knowledge. (Links to teaching the effect of language in texts, NC p. 19)

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Learning Objectives

By the end of this lesson, students will be able to:

1. Identify similes, metaphors and personification in texts drawn from Ancient Egyptian literature.
2. Explain the meaning and effect of these figurative language features in context.
3. Create their own similes, metaphors and personification inspired by Ancient Egyptian themes.

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Success Criteria

• I can recognise and name different types of figurative language.
• I can explain how figurative language enhances description and meaning in texts.
• I can use similes, metaphors and personification to write imaginative sentences.

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Resources

• Simplified extracts from Ancient Egyptian texts (age-appropriate, e.g., translated myths, poems, religious texts) printed on A4 sheets.
• Whiteboard or interactive whiteboard
• Figurative language anchor charts (definitions and examples)
• Mini whiteboards and markers for each student
• “Figurative Language Frame” handouts (with sentence starters and space to write)
• Colours for illustration (optional)

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Lesson Structure

1. Introduction (10 minutes)

• Engage: Show a vibrant image of Ancient Egypt (e.g., the Nile with the pyramids).
• Activate prior knowledge: Brief round robin about what students know about Ancient Egypt.
• Hook: Read aloud a short, colourful excerpt from an Ancient Egyptian poem containing figurative language (e.g., from the “Book of the Dead” or a myth about Ra or Isis). Example line: “The sun, a golden chariot blazing across the sky.”
• Set the purpose: Explain that today’s lesson will explore how Ancient Egyptians used special language tricks called similes, metaphors and personification to make their stories come alive.

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2. Teaching and Guided Practice (20 minutes)

Explicit Teaching:

• Present definitions and examples of simile, metaphor, and personification using the anchor charts:
  • Simile: Comparing two things using ‘like’ or ‘as’ (e.g., “The desert shines like burning gold.”)
  • Metaphor: Saying one thing is another (e.g., “The Nile is a silver serpent winding through the land.”)
  • Personification: Giving human characteristics to something non-human (e.g., “The wind whispers secrets to the palm trees.”)

Model:

• Using a whiteboard, annotate an Ancient Egyptian text extract showing examples of each device and explain the effect (how it helps imagination, mood, meaning).
• Ask students questions like: “What picture do you see in your mind?” “How does this help the story?”

Guided Practice (Whole Class, Interactive):

• Distribute short extracts (one per group of 3 students).
• Each group highlights or underlines figurative language features and identifies which type it is, justifying their thinking.
• Groups share findings quickly, teacher notes on board.

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3. Independent Creative Task (20 minutes)

• Writing challenge: Using the “Figurative Language Frame” handout:
  • Students write three sentences, each employing one of the figurative devices (simile, metaphor, personification).
  • The sentences should relate to Ancient Egypt themes, e.g., pyramids, the river Nile, gods, pharaohs, desert animals.
• Encourage colourful vocabulary and imagery.
• Optional: Students add quick illustrations showing their figurative language.

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4. Plenary and Assessment (10 minutes)

• Peer share: Students pair up to read and explain their sentences, with emphasis on identifying figurative language types.
• Class discussion: What did you enjoy? Which figurative language helped you imagine Ancient Egypt best?
• Formative assessment: Teacher listens for correct and confident use of figurative language terms and explanations during sharing.
• Collect “Figurative Language Frames” to review understanding and creativity for ongoing assessment in the unit.

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Differentiation

• Support:
  • Provide sentence starters on handouts and visuals.
  • Group work for guided identification of figurative language with scaffolding from teacher.
• Challenge:
  • Encourage more complex similes/metaphors or multiple layers of figurative language within one sentence.
  • Ask students to create a mini-poem using figurative language inspired by Ancient Egyptian imagery.

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Cross-Curricular Connections

• History: Embedding knowledge of Ancient Egypt culture and literature.
• Art: Visualising and depicting figurative language through drawing.
• Speaking and Listening: Collaborative discussion and presenting ideas clearly.

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Reflection/Notes for Teacher

• Observe individual comfort with figurative language terminology and encourage curiosity around how language shapes meaning.
• Use this lesson as a springboard for more complex text explorations in subsequent lessons, deepening historical and literary understanding.
• Consider introducing digital storytelling or drama in later lessons to animate figurative imagery.

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Summary

This lesson expertly aligns with the Year 4 English statutory requirements by developing students’ understanding of figurative language through authentic, culturally rich Ancient Egyptian texts. It integrates reading comprehension and creative writing within an engaging historical context while embedding speaking, listening, and personalised learning strategies to heighten student involvement and understanding. The lesson plan is inventive, detailed, and designed to inspire both teacher delivery and student learning.