Activities

1. Produce a two-column study guide with terms and definitions of figurative language.
   
   
2. Construct a short book with an idiom on each page.

3. Using a list of metaphors, isolate the two different items that are being compared and explain the author’s intent in making the comparison.
   
   
4. Using a given list of words with similar, but different meanings, make several small Venn diagrams on one page to compare nuances in word meanings. 

5. Write a poem that contains similes and metaphors.
   
   
6. Using a given text, analyze a portion of text and mark instances of figurative language.  Analyze the author’s intent in adding the figurative language.

Answer Key/Rubric

1. Student produces a two-column study guide with terms and definitions of figurative language.  In the left column the student will write the term (simile, metaphor, personification, hyperbole, irony, etc.) and in the right column the student will write the definition.  The student should be able to fold the paper between columns to study and quiz him/herself on the terms or the definitions.  Terms are spelled correctly.  Definitions are correct and complete.

2. Student constructs a short book with an idiom on each page.  Student understands that an idiom is a common saying or phrase.  Student understands that an idiom says one thing, but means something else.  Student gives the correct meaning and explanation of the idiom on each page.  Student completes each page of the little book with one idiom.  Some common idioms the student might use in his little book are:

• Button you lip                                          
• Shake a leg
• Saved by the bell
• Backseat driver
• Hit the nail on the head
• Hold your horses
• Put your foot in your mouth
• Raining cats and dogs
• Let the cat out of the bag

3. Student uses a list of metaphors, and isolates the two different items that are being compared and explains the author’s intent in making the comparison.  The items being compared are correct.  The author’s intent is expressed correctly.  For example, a metaphor from Shakespeare’s sonnet, “Shall I Compare Thee to a Summer’s Day,” is comparing a girl to a summer day.  Shakespeare is making this comparison to help the reader see the girl is beautiful, or lovely like a summer day.
   
   
4. Student uses the given list of words with similar, but different meanings, and makes several small Venn diagrams on one page.  Student compares the nuances in word meanings between two words in each Venn diagram.  Student has correct similarities noted and correct differences noted.  For instance, a student might compare the two words, swatted and slugged.

5. Student writes a poem that contains similes and metaphors.  Writing is in format of a poem.  Poem contains similes and metaphors that aid in conveying the message of the poem.  Similes and metaphors make sense.  Student understands a simile is comparing two unlike things using the words, like or as.  Student understands a metaphor is comparing two unlike things.
   
   
6. Student uses the given text, analyzes the text and marks instances of figurative language.  Student analyzes the author’s intent in adding the figurative language.  Student looks for and identifies similes, metaphors, personification, hyperboles and use of irony or symbolism.