Magic Words

Overview

In this lesson, students learn how metaphors and personification can make writing more vivid. They will practise identifying these language features in short examples and then create their own to describe a familiar scene or object.

Learning intentions

• WALT identify metaphors and personification in sentences and short texts.
• WALT explain what a metaphor or personification helps the reader imagine.
• WALT create metaphors and personification to improve descriptions in our writing.
• WALT use punctuation and accurate sentence structures to make our writing clear.

Success criteria

• I can say what a metaphor compares (using “is/was” instead of “like/as”).
• I can say what personification gives to a non-human thing (human actions/feelings).
• I can write one metaphor and one personification sentence that clearly fit the picture/idea.
• I can check my sentence makes sense and sounds effective.

Curriculum links

• Vocabulary, grammar and punctuation – Year 3: use and understand language choices, including figurative language, to enhance meaning.
• Reading and writing: understand relationships between words and nuances in meaning, including figurative language.
• Writing: draw on literary devices from reading/listening to enhance the impact of writing.

Lesson structure (45 minutes)

1. 0–5 min · Warm-up (word feelings). Teacher reads a short description: “The wind screamed through the trees.” Students show thumbs: “Is this literal or not?” and explain one word choice.

2. 5–12 min · Direct teach (metaphor vs personification). Teacher displays two sentence types:

• Metaphor: “The moon is a silver plate.” (comparison without like/as)
• Personification: “The moon smiled at us.” (human action/feeling) Teacher models: underline the key comparison word(s) and circle the action/feeling word. Students repeat the definitions using teacher sentence stems.

3. 12–20 min · Guided practice (spot it together). Teacher shows 6 cards/sentences; students vote using mini whiteboards (M for metaphor, P for personification, L for neither). Teacher asks: “What clue tells you?” Students justify by referring to the “is” comparison or the human action.

4. 20–30 min · Interactive sorting (reasoning in pairs). Students in pairs receive a set of mixed sentence strips and a two-column grid: Metaphor / Personification. Teacher circulates with prompts:

• “What is being compared?”
• “What human trait is being used?” After 4 minutes, teacher leads a quick class check: one pair explains their thinking for each moved strip.

5. 30–40 min · Crafting sentences (teacher model → student write). Teacher shows a simple image prompt (or describes one): “a stormy sky” and “a book on a shelf.” Teacher models writing two sentences:

• Metaphor model: “The storm sky is a blanket of dark ink.”
• Personification model: “My book is waiting for brave readers.” Students choose ONE option set (A: sky or B: sea/river) and write:
• one metaphor sentence and
• one personification sentence. Teacher requires sentence stems on the board to support drafting.

6. 40–45 min · Share and assess (exit check). Volunteers read their two sentences. Teacher asks two questions: “Which one is your metaphor and why?” “Which one is personification and what human thing is happening?” Students complete a quick exit ticket: underline the “comparison” part in their metaphor and circle the human action/feeling in their personification.

Resources

• Sentence cards: 6–10 short examples (some metaphors, some personification, some neither)
• Two-column sorting grid (Metaphor / Personification)
• Sentence stems on display:
• Metaphor stem: “_____ is _____.”
• Personification stem: “_____ is/was _____ (smiling/rushing/whispering/angry, etc.).”
• Mini whiteboards and pens (for vote checks)
• Exit ticket slips (or half-sheet): underline/circle prompts
• Image prompt slides or teacher-read scene descriptions

Assessment

• Formative checks during voting: quick “M/P/L” responses and student explanations using the clue words.
• Observation during pair sorting: misconceptions spotted via prompts (“Where is the comparison? Where is the human action?”).
• Exit ticket: students successfully mark the metaphor comparison and the personification human action/feeling.

Differentiation

• Support: provide a word bank of human actions/feelings (whispered, smiled, boomed, listened) and comparison nouns (blanket, mirror, drum, door). Offer sentence starters for both types.
• Support for EAL: allow oral rehearsal of the two planned sentences before writing; encourage using the stem “_____ is _____.”
• Challenge: ask students to improve one sentence by adding an extra detail (an adverb or stronger noun) while keeping it figurative.
• SEN: reduce the number of sorting strips; give a pre-highlighted example to compare against; allow partner clarification before final decisions.
• Extension-like challenge within the task: require students to make their metaphor and personification match the same chosen object (e.g., sky + storm feelings).