Figurative Language: I think it means... because.....

15 teachers like this lesson
Print Lesson


SWBAT determine the meaning of figurative language by discussing and writing in a two column chart.

Big Idea

Understand the message behind the metaphor.


10 minutes

 A metaphor is a figure of speech containing an implied comparison, in which a word or phrase ordinarily and primarily used of one thing is applied to another.  For example "the curtain of night", or " the snow is a white blanket".

Let's read these metaphors and discuss what a few mean.

Today students in your small groups you will read two poems. "My Family" and "I Feel like a Puppy".  First, you will underline the metaphors and similies in the poems. 

Let's do one together.

Show the first poem under the doc camera.  Read the poem and have the students turn and compare their ideas about the metaphors in the poem.

Call on a student to share the first metaphor in the poem.

"Yes, Dad is a super-sized band aid."  Watch me as  I write this in the two column chart at the bottom of the page under figurative (metaphor).  Next I want you to think what could that mean,"Dad is a super-sized band-aid?  Call on several students to share their idea and explain their reasoning.  Accept any reasonable answer and tell students that the metaphors might mean something slightly different to different people and that is O.K.

Write their interpretation on the  line under the what is the implied meaning?

I am going to give you two poems to read in your small groups.  Write the metaphors in the first column and the implied meaning in the second column.


Small group work

20 minutes

Divide the students into small groups.  Have the managers come up and get the poems and pass them out to their group members.

Students work with a teacher and each other going through each poem and finding the metaphors and sharing what they think the implied meaning is.  Have students listen to each other and add on to what was said.

Students complete the task by filling in both sides of the T-chart.


Share out

5 minutes

Students will use the microphone to read a metaphor and their implied meaning including a rational.

The students will agree with or give another implied meaning for the metaphor.  Students can revise their answers if they like another student's idea better than the one they had.