Grade Level: 4
Topic: Figurative
Language
Essential Question(s):
Subject Area(s):
_X_ Reading, Writing,
__ Mathematics
GT Differentiated Exemplar Lesson
ELAR TEKS/Student Expectations:
__ Science
 4.8(A) identify the author’s use of similes and metaphors to produce
__ Social Studies
imagery.

How can you distinguish between varieties of figurative language
terms?
 How does figurative language change the way a reader “sees” the
story written?
Assessment(s):
__ Pre-Assessment
X Formative
X Summative
GT Scope and Sequence Skills:
Student Learning Styles:
st
(Aligned with 21 Century Skills Framework & _X_ Auditory
College and Career Readiness Standards)
_X_ Visual/Spatial
_X_ Creative Thinking
__ Kinesthetic
_X_ Critical Thinking
__ Other
_X_ Communication
__ Research
Elements of Depth and Complexity:
_X_ Language of the Discipline
_X_ Details
_X_ Patterns
__ Trends
__ Rules
__Ethical Considerations
__Unanswered Questions
__ Over Time
__ Different Perspectives
__ Big Ideas
Lessons and Activities
_X_ Whole Class
_X_ Small Group
_X_ Independent Activity
PART ONE:
Whole Class: Project the metaphors, similes, alliteration, personification pages on the doc cam. Make a KWL chart
with the class of these terms.
Resources:
Metaphors, Similes, Alliteration,
Personification page (scroll below)
On Grade Level: Students cut and glue the pages into their writing journals. Give groups of students (3-4 students
per group) four white index cards to create one of each of these (a sentence with an illustration).
Figurative Language online flashcard test:
http://www.timeforkids.com/homeworkhelper/study-helper/figurativelanguage#prev
GT Level Group: Students cut and glue the pages into their writing journals. Give groups of students (3-4 per
group) 4 white index cards to create one of each of these (a sentence with an illustration). GT students can
facilitate acting out the sentences with all of the groups of students afterwards.
Index cards
Whole Class: Students post their Figurative Language index cards on anchor charts-Students do a gallery walk to
see the work displayed.
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Austin Independent School District
PART TWO:
Whole Class: Teacher asks the students how figurative language changes writing. Students turn and talk. Record
their responses (better imagery/visuals for the reader, gives depth and description in writing).
On Grade Level: Students work in pairs to write five literal sentences and five figurative language sentences to
hear the differences in how it sounds to the reader.
GT Level: Students work in pairs to write five literal sentences and five figurative language sentences to hear the
differences in how it sounds to the reader. GT students can guide pairs in finding the differences.
Whole Class: Review observations as a whole class, using some pair examples. Show the Figurative Language
Online Flashcard test to the whole class to review terms.
Advanced Academic Services
Austin Independent School District
Metaphors
When you use a metaphor, you make a statement that doesn’t make sense literally, like “time is a thief.” It
only makes sense when the similarities between the two things become apparent or someone
understands the connection.
Examples include:
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the world is my oyster
you are a couch potato
time is money
he has a heart of stone
America is a melting pot
you are my sunshine
Similes
A simile compares two things using the words “like” and “as.” Examples include:

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busy as a bee
clean as a whistle
brave as a lion
stand out like a sore thumb
as easy as shooting fish in a barrel
as dry as a bone
as funny as a barrel of monkeys
they fought like cats and dogs
like watching grass grow
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Austin Independent School District
Alliteration
Alliteration is the easiest of the examples of figurative language to spot. It is a repetition of the first
consonant sounds in several words. Some good examples are:
wide-eyed and wondering while we wait for others to waken
and tongue twisters like:
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Betty bought butter but the butter was bitter, so Betty bought better butter to make the bitter butter
better.
Personification
Personification gives human characteristics to inanimate objects, animals, or ideas. This can really affect
the way the reader imagines things. This is used in children’s books, poetry, and fictional literature.
Examples include:
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opportunity knocked on the door
the sun greeted me this morning
the sky was full of dancing stars
the vines wove their fingers together to form a braid
the radio stopped singing and stared at me
the sun played hide and seek with the clouds
Advanced Academic Services
Austin Independent School District
Process Assessment
Teacher observes the following:
Process Observation - Frequency
Student uses correct terminology during interactions with peers and teacher.
Seldom/Never
Occasionally
Often
Consistently
Process Observation – Frequency
The student is able to guess the genre of a book by its criteria.
Seldom/Never
Occasionally
Often
Consistently
Process Observation – Quality of Creative Thinking
Typical of Peers
Student uses creativity throughout the stages of the task.
Fluent Thinker
Flexible Thinker
Unique and Original
Process Observation – Quality of Analytical Thinking
Typical of Peers
Student analyzes information during the task.
Fluent Thinker
Flexible Thinker
Unique and Original
Product Assessment
Score
Genres
Booklet
Critical Thinking
3
Student compares and contrasts
fiction and non-fiction books.
The content highlights unique information
for the two genres and shows connections
to books not previously read aloud in class.
Student applies knowledge of the
distinguishing characteristics of genres to make
predictions and verify the predictions.
2
Student compares fiction and nonfiction books.
Includes distinctive information for each
genre in the booklet. The content easily
connects to the books read aloud in class.
Student applies knowledge of the
distinguishing characteristics of genres to make
predictions.
Includes distinguishing information for each
genre in the booklet.
Student predicts the contents of a book.
1
Student distinguishes between fiction
and non-fiction books.
Advanced Academic Services
Austin Independent School District