Interpreting Figurative Language
Grade 7
Lesson Title:
Interpreting Figurative Language
Lesson Overview:
The purpose of this lesson is to teach students to incorporate elements of figurative language into their
writing.
Materials Needed:
 PowerPoint Presentation
 Handout: Handout 1
 Handout: Handout 2
 Handout: Figurative Language Paragraph Checklist
Instructional Focus:
 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
 Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
 Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,
refined, respectful, polite, diplomatic, condescending).
 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration)
on a specific verse or stanza of a poem or section of a story or drama.
Explicit Instruction (steps) Terms and Bullets:
1. Explain why writers use figurative language. Define and give examples of alliteration and allusion.
Figurative language is the writer’s way of creating a story that is more vivid and interesting for the reader.
One way writers do this is through the use of alliteration. Alliteration is the repetition of the same initial word
sounds within a phrase. For example, the snake slithered silently across the field. In this statement, you hear
the repetition of the s sound. When writers use figurative language, they do not always mean exactly what
they say, rather it is implied. As a reader, you must use the clues within the text to determine the connotative
meaning, or the implied meaning. Writers also use allusions to help readers make connections to another text.
An allusion is an indirect reference to a person or circumstance from a piece of literature or another piece of
text. For example, their love was like Romeo and Juliet’s, something worth dying for.
Modeled Instruction (steps):
1. Distribute Handout 1 to each student.
2. Model how to identify figurative language by reading and thinking aloud for students.
As I read the passage, listen for different elements of figurative language.
Belligerent, beautification, bewildered - which word will it be? It was the annual spelling bee. I had been
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studying for months, but during this past week time seemed to zip by. As I walked onto the stage and noticed
the crowds of people filling in the auditorium, it took me a minute to take it all in. The day was finally here
and I was ready to leave my competitors in the dust. Rachel is ready to rock and roll, I thought to myself. I
was like Hercules, ready to perform my twelve labors, taking one competitor out at a time. Little did I know I
would be going head-to-head with last year’s national spelling bee winner. I put my game face on to show
him that I meant business. Now, I just had to focus on the word given to me so I wouldn’t blow it.
3. Circle the first example of alliteration (first sentence).
In the passage I just read, there were several examples of figurative language. For example, the author used
alliteration when they said, “Belligerent, beautification, bewildered, which word will it be?” Let’s copy this
under the Figurative Language column on the graphic organizer below the passage and think about why the
author made this choice. I think the author used alliteration here to hook the reader at the beginning of the
passage and to convey the narrator’s anxiety over her uncertainty about which word she may have to spell. In
the Impact of Alliteration column, let’s write these thoughts down.
Guided Instruction (steps):
1. Direct students to continue reading and filling out the graphic organizer below the passage with a
partner.
Continue reading the rest of the passage. As you come across any examples of figurative language, circle it
and copy it onto the graphic organizer under the Figurative Language column. If the example you found is a
word or phrase with an implied meaning, complete column two on the graphic organizer, stating the
connotative meaning. For any examples of alliteration, complete column three, stating the impact of the
alliteration on the passage. Additionally, find an example of allusion and interpret its meaning as used in the
passage.
2. Give students 8-10 minutes to complete this activity.
3. Once time is up, review student responses as a class.
Independent Practice (steps):
1. Distribute Handout 2 and the Figurative Language Paragraph Checklist to each student.
2. Review the paragraph expectations on the checklist.
Now, it is your turn to write your own sample body paragraph. Using the checklist, write your sample
paragraph on the lines provided. Once you have completed the paragraph, record your examples of figurative
language in the chart below, and complete columns two and three, as well. Be sure to allude to a person or
circumstance in literature and explain the meaning of the allusion.
Figurative Language Paragraph Checklist:
_____
Clear main idea
_____
At least three examples of figurative language
_____
Example of alliteration
_____
Example of allusion
_____
Example of ____________________
_____
Internal transitions
_____
Wrap-up sentence
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