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Figurative Language Lesson Plan for Special Education

Instructor: Kristen Goode

Kristen has been an educator for 25+ years - as a classroom teacher, a school administrator, and a university instructor. She holds a doctorate in Education Leadership.

What is the easiest way to add a lot of great description to your writing? Figurative Language. In this lesson we will explore several elements of Figurative Language as well as its many uses.

Learning Objectives

At the conclusion of this lesson, students will be able to:

  • Identify and define each of the elements of figurative language.
  • Create examples for each of the elements of figurative language.

Length

45-60 minutes

Materials

  • Index card with a definition and example of each figurative language element
  • Blank index cards
  • Paper/pencil for each student

Curriculum Standards

CCSS.ELA-Literacy.L.5.5

Demonstrate an understanding of figurative Language, word relationships, and nuances in word meanings.

CCSS.ELA-Literacy.L.5.5a

Identify Figurative Language, including similes and metaphors, in context.

Instructions

  • Begin by organizing the class into groups - one group to represent each element of figurative language.
  • Briefly describe each of the elements that have been assigned to the different groups.
    • Simile - comparing two items or ideas using the terms 'like' or 'as'
    • Metaphor - comparing two items or ideas by stating that one thing is another
    • Alliteration - repeating the same initial sound of a word throughout a phrase or sentence
    • Hyperbole - using extreme exaggeration to emphasis an important element or idea
    • Pun - using humor to emphasize the meaning of a word or fact
    • Personification - giving human like characteristics to non-human items or animals
    • Onomatopoeia - using words to mimic sounds
  • Hand out the index card with the definition and example to the appropriate group.
  • Give each group approximately 10-15 minutes to create a list of examples for their assigned figurative language element using the Internet, poems or texts in the classroom, or their own imagination.
  • Once all of the groups have completed their lists (or when time is up), invite each group to present their examples to the class.
    • As each group presents, allow for class discussion as to the relevance of each example that is shared.
  • After all of the groups have presented, students will return to their seats and work on the independent activity.

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