Figurative Language - tcrupload.com 62371 Book_new file.… · Figurative Language Reading Comprehension Book Reading Level 3.5–5.0 Welcome to the Edupress Figurative Lan- ... Guide

Figurative LanguageReading Comprehension Book

Reading Level 3.5–5.0

Welcome to the Edupress Figurative Lan-guage Reading Comprehension Book. This resource is an effective tool for instruc-tion, practice, and evaluation of student understanding. It includes ideas on how to introduce figurative language to students, as well as activities to help teach and practice the concept.

The reproducible activities in this book are tailored to individual, small-group, and whole-class work. They include leveled reading passages, graphic organizers, worksheets, and detailed instruction pages. These activities provide opportunities to use text, illustrations, graphics, and combinations of these elements to practice identifying figurative language.

The material in this book is written for readers at the 3.5–5.0 reading level. How-ever, the activities can easily be adapted to your students’ ability levels and your time frame. After introducing an activity to students, model it by working through one or two examples aloud. You may wish to also read text passages aloud to students, or they can be read silently or aloud by stu-dents. For students who need personalized help, individual and small-group activities have been included. These activities can be done alone or with a classroom aide for explicit instruction.

We know you will be pleased with the progress your students make in identifying and using figurative language after using this book.

Introduction

Reproducible for classroom use only. Not for use by an entire school or school system.

Edupress12621 Western Avenue

Garden Grove, CA 92841www.teachercreated.com

EP62371 • ©2010 EdupressReprinted 2017

ISBN: 978-1-56472-212-6Printed in U.S.A.

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Table of Contents

Which Type Is It? Directions 3

Figurative Language Reference Chart 4

Exaggerating with HyperboleDirections 5

Hyperbole Fill-in-the-Blank Sentences 6

Making Hyperboles 7

Write Your Own Hyperbole 8

Finding Figurative LanguageDirections 9

“A New Move” 10

“River Ride” 11

Finding and Replacing Figurative Language

Directions 12

“On the Field” 13

“Beach Cleaning” 14

Picture DescriptionsDirections 15

Describing Pictures 1 16

Describing Pictures 2 17

Fun with Parts of SpeechDirections 18

Adjective and Noun Sentences 19

Adjective Word Cards 20

Noun Word Cards 21

Figurative Language Fill-in-the-Blank

Directions 22

Writing Similes 23

Writing Metaphors 24

“Skateboard Competition” 25

“School Play” 26

Figurative Language HaikuDirections 27

What Is a Haiku? 28

Write Your Own Haiku 29

My Haiku 30

Idiom OriginsDirections 31

What Is an Idiom? 32

My Idiom Story 33

Figurative Language Match-Up Directions 34

Matching Figurative Language 1 35

Matching Figurative Language 2 36

Word Cards 37

Types of Figurative Language Cards 38

Shout Out! GameDirections 39

Shout Out! Cards 1 40

Shout Out! Cards 2 41

Story StartersDirections 42

Planning a Figurative Language Story 43

Figurative Language SkitDirections 44

Skit Plan 45

Figurative Language ReviewDirections 46

Figurative Language Pictures 1 47

Figurative Language Pictures 2 48

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©Edupress EP62371 Figurative Language, RL 3.5–5.0 3

Whole Class

Reproduce the Figurative Language Reference Chart on page 4 on a transparency. As you discuss each type of figurative language with the following activity, create a class definition that helps students understand each type of figurative language. Write the definition in the second column of the chart.

Tell students that writers use figurative lan-guage to make their writing more interesting. Explain that figurative language means more than just the words themselves. On the board, write the sentence below, and read it aloud.

Maria is like a snail when doing her chores.

Tell students: Maria is a girl in a story. Ask: What is Maria compared to? (A snail.) Is Maria a snail? (No.) Why do you think a writer would compare Maria to a snail? Guide students in recognizing that a snail is slow; comparing Maria to a snail is a clear and interesting way to show how she does her chores—very slowly.

Then, explain that a simile uses the word “like” or “as” to compare two unlike things that are alike in at least one way. A metaphor makes the same kind of comparison, but it does not use “like” or “as.” Invite a volunteer to change the sentence on the board to a metaphor. (Maria is a snail when she does her chores.) Ask students to provide additional examples of similes and metaphors.

Continue your discussion of figurative language by writing the examples below on the board, reading each aloud, and identifying and discussing each type.

Personification means that the writer is showing animals, ideas, or objects as doing things that humans do.

The sun reached out its arms to warm me.

Remind students that a metaphor compares two things, but personification does not.

An idiom is a group of words with a special meaning that cannot be understood from the ordinary meaning of the words.

That idea just went down the drain. (That idea is not going to work.)

A hyperbole is an extreme exaggeration.

The day lasted a year.

After you have discussed each type of figurative language, read aloud a story or poem from your classroom library that con-tains many examples of figurative language. Ask students to shout out “figure!” when they hear figurative language as you read. After a student shouts out the word, stop the reading, and ask the student to identify the phrase/ sentence and the type of figurative language. Fill in the transparency chart with examples.

Individual/Small Group /

Reproduce the Figurative Language Reference Chart for each student. Guide students in writing the definition of each type of figurative language. Then, locate a different story or poem filled with figurative language. Have students read the piece independently and complete the chart in pencil. Then, divide students into pairs. Have them discuss each entry on the chart, explaining why they selected each specific type of figurative language. Explain that if one partner selected a phrase or sentence as an example of figura-tive language—and the other did not—they should come to an agreement as to whether it should be included. And if students have both selected a phrase or sentence as figurative language, but the two have identified it with different types of figurative language, the two should discuss their reasons for making the selection and come to an agreement. Have each pair complete the chart, then hold a classroom discussion and invite pairs to share their examples.

Check to make certain that student examples reflect correct knowledge of the types of figurative language.

Directions: Which Type Is It?

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4 EP62371 Figurative Language, RL 3.5–5.0 ©Edupress

Typ

e of

Fig

urat

ive

Lang

uage

Def

init

ion

Exam

ples

Sim

ile

Met

apho

r

Idio

m

Pers

onif

icat

ion

Hyp

erbo

le

Na

me

:

Fi

gu

rativ

e L

ang

uag

e R

efe

renc

e C

hart

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1. half a second

2. 1,000

3. it’s about to explode

4. moon

5. arms

6. an ant

7. pounds

8. pieces of firewood

9. was as tall as

10. universe

Answer Key

Whole Class

Remind students that figurative language can make writing more interesting and powerful. Remind students that hyperbole is a very big, obvious exaggeration. For example:

Because I am so tired, I will sleep for a year!

Our new school is large enough to hold all the students in the world.

I’m so hungry I could eat a horse.

I ate so much, I am going to explode!

Ask: Will I really sleep for an entire year? (No.) But does this sentence help a reader or listener understand how very tired I am? (Yes.) This is an example of hyperbole.

Display a transparency of Hyperbole Fill-in-the-Blank Sentences on page 6. Invite volunteers to read the examples and fill in the blank for each sentence. Then, ask students to offer additional examples. Write strong examples on a transparency.

Note students’ understanding of hyperbole. If students provide incorrect examples, guide their understanding by providing correct examples.

Individual

Reproduce Making Hyperboles on page 7 and Write Your Own Hyperbole on page 8 for each student. Tell students to fill in the blanks on the Making Hyperboles work-sheet to create examples of hyperbole. As necessary, circulate among students and help them with the reading and writing in this activity. Then, challenge them to write their own hyperboles and illustrate them on the Write Your Own Hyperbole worksheet.

Guide students’ work, checking understanding of examples of hyperbole.

Small Group

Divide students into pairs. Reproduce the Write Your Own Hyperbole worksheet for each pair. Have students work with partners to come up with examples of hyperbole. Then, have them choose one to illustrate. Next, match each pair with another pair of students. Have pairs fold papers so only their pictures are showing and swap papers with the other pair. Have them try to guess the hyperboles from the pictures. Reveal and compare. Make a display of students’ hyperboles.

Hyperbole Fill-in-the-Blank Sentences (Page 6)

Directions: Exaggerating with Hyperbole

Typ

e of

Fig

urat

ive

Lang

uage

Def

init

ion

Exam

ples

Sim

ile

Met

apho

r

Idio

m

Pers

onif

icat

ion

Hyp

erbo

le

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Name:

The ice cream melted in .

Our hen laid eggs today.

My locker is so full .

The baseball sped to the .

My mother’s could reach around the whole world.

The baby’s tiny clothes could have fit .

Our dog ate 100 of dog food today!

She chopped billions of with her ax last week.

The flower the Empire State Building.

We have the largest skate park in the .

1

Hyperbole Fill-in-the-Blank Sentences

Directions: Use a word, number, or phrase from the word bank to complete each sentence and create an example of hyperbole.

2

3

4

5

6

7

8

9

10

Word Bankarms

1,000

universe

it’s about to explode

an ant

pounds

half a second

was as tall as

pieces of firewood

moon

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Name:

The box weighsWe won’t stop running until

1 The box weighsI am so strong that I could

2

The box weighsMy backpack weighs

3 The box weighsThe dog is so huge

4

The box weighsI am so excited about the trip

5 The box weighsOur driveway is so long

6

The box weighsThe play lasted

7 The box weighsWhen my friend moved back to town, I felt

8

The box weighsThey waited so long to go to the fair

9 The box weighsOur little backyard swimming pool

10

Making Hyperboles

Directions: Finish the sentences to make silly hyperboles.

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Name:

Write Your Own Hyperbole

Directions: Write your own hyperbole, and illustrate it in the space provided.

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“A New Move” (Page 10)

• Shefeltlikeahugeweightwasrestingonhershoulders. (simile/personification)

• Shefeltasifamillionyearshadpassedsinceherfamily had moved to the city. (hyperbole)

• Shewasastrangeronanotherplanet.(metaphor)

• Eventhebillboardsweresaying,“Gohome!”(personification)

• Thefirstdayofschoolarrivedintheblinkofaneye. (idiom)

• Mariahadbutterfliesinherstomach.(idiom)

• TheweightjumpedoffMaria’sshoulders. (personification)

• Tonyawaslikearayofsunshineonacloudyday.(simile)

• “Breakaleg!”(idiom)

“River Ride” (Page 11)

• Hehadofferedtolendahand.(idiom)

• Itwasthemostawfuldayofhisentirelife. (hyperbole)

• Hismother’sheartwasaniceberg,Jakethought.(metaphor)

• “Don’thaveacow!”(idiom)

• ThecoolwindbrushedthroughJake’shair. (personification)

• Itwaslikebeingtransportedbackintime.(simile)

• Jakehungoneveryword.(idiom)

• Hecouldseehowthebuildingswereatimeline.(metaphor)

• Thedaypassedintheblinkofaneye.(idiom)

• Whenhewentbacktoschool,he’dbelikea walking tour book. (simile)

Answer Key (suggested answers)

Whole Class

Reproduce “A New Move” on page 10 on a transparency. Read the story aloud. Then, invite volunteers to point out examples of figurative language and identify each type. Circle each example correctly identified. If students need extra help, underline the examples beforehand and ask them to correctly identify the type of language. As necessary, prompt students to remind them of the definitions of the types of figurative language. As a class, discuss why the author likely chose to use each example of figurative language—and how each makes the story better.

Note students’ proficiency with identifying figurative language and then identifying the types of figurative language. As necessary, provide additional guidance.

Individual

Reproduce “River Ride” on page 11 for each student. Have students highlight all

examples of figurative language and identify the type—simile, metaphor, personification, idiom, or hyperbole.

Small Group

Have each student brainstorm a story topic and three related examples of figurative language. Have them write short stories using the figurative language examples. Then, divide students into pairs. Have partners exchange their passages and circle or highlight the figurative language in one another’s passages. (Before students exchange passages, check to see that the figurative language has been used cor-rectly.) Tell them to identify and discuss the types of figurative language.

Invite groups to share their stories with the class, and ask the other students to identify the figurative language in each.

Directions: Finding Figurative Language

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Name:

Maria jammed her hands in her pockets. She felt like a huge weight was

resting on her shoulders. She missed her farm. She felt as if a million years

had passed since her family had moved to the city. Would she ever make

new friends? Would she ever see her old friends?

The city was so different from the country. She was a stranger on

another planet. Everywhere she looked there were cars and noise. It

seemed like buildings and street signs were all there was to look at. And

no one looked friendly. Even the billboards were saying, “Go home!”

The summer passed quickly. The first day of school arrived in the blink

of an eye. Maria had butterflies in her stomach as she walked in the

building. “What a cool pair of jeans!” someone said to her as she opened

her locker. Maria thought, “Could this be a new friend?”

The girl stood by Maria’s locker and started talking to her. She was very

friendly. The weight jumped off Maria’s shoulders. She had made a new

friend. Tanya was like a ray of sunshine on a cloudy day. “Is this your first

day?” asked Tonya. Maria explained that it was. “Well, break a leg!” her

new friend said.

Maria gave her a funny look.

“That’s just what we say in drama class,” Tanya laughed. She linked arms

with Maria. “I’ll tell you all about it on the way to class.”

A New Move

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Name:

Jake’s family was on the way to the dock to take a river boat ride. They

had saved for a long time to take the ride.

Jake didn’t want to go. He had better things to do. One of his friends

was having a party. He had offered to lend a hand to help set up. And

now he was going to miss the party. It was the most awful day of his

entire life.

His mother’s heart was an iceberg, Jake thought. How could she make

him miss the party? He turned to his brother. In a loud whisper, he said, “I

can’t believe I missed the party for this!” He wanted his mom to hear him.

He wanted her to know how disappointed he was.

“Don’t have a cow!” his brother said.

“All aboard!” called the captain. Jake’s family boarded the boat.

The cool wind brushed through Jake’s hair as the boat pulled away

from the dock. He began to notice how interesting the buildings of the

city looked from the river. The tour guide was explaining the history of the

city. It was like being transported back in time. Jake hung on every word

she said. He could see how the buildings were a time line as they moved

from the old part of the city to the new part. The day passed in the blink

of an eye.

Jake couldn’t believe how much fun he’d had. And he had learned so

much about the city. When he went back to school, he’d be like a walking

tour book. He turned to

his mother and father. “I’m

sorry I was rude earlier. I had

a great time today.”

He saw his mom wink at his

dad. “We thought you would,”

she said and smiled.

River Ride

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Directions: Finding and Replacing Figurative Language

• “MylegsareabigpileofJello.”(metaphor)

• “You’resuchaclown!”(metaphor)

• “Who’sgoingtobeQueenoftheField today?” (metaphor)

• “I’llbeascleverasafox.”(simile)

• “I’mgoingtobeasluckyasashamrock,”(simile)

• “You’reasillygoose!”(metaphor)

• Itscreechedandmoaned.(personification)

• “Don’tletthecatoutofthebag.”(idiom)

• Darkcloudsdancedoverhead. (personification)

• Soontheskywascryinghugeraindrops. (personification)

• “It’srainingcatsanddogs.”(idiom)

• “We’reallinthesameboat.”(idiom)

• “I’mlikeabottomlesspit.”(simile)

• Thesunpeekedout.(personification)

• “Theskyissmilingagain.”(personification)

• “Thesunmaybesmiling,butthefieldisn’t so happy.” (personification)


Whole Class

Reproduce “On the Field” on page 13 on a transparency. Divide the class into two teams. Within each team, have students form pairs. Read the story aloud. Then, have one pair from each team compete in each round. For each round, point out one piece of dialogue. Ask pairs to identify the type of figurative language and explain the meaning of the sentence. Allow partners a moment to discuss the dialogue. Have students tap a corner of the desk when they are ready to respond. Award one point for identifying the type of figurative language and another point for correctly explaining the meaning of the figurative language within the story. At the end of the game, count the total points and declare the winning team.

Individual

Reproduce “Beach Cleaning” on page 14 for each student. Have students use their own paper to rewrite the story, replacing as much dialogue as possible with figurative language. Tell students to replace spoken

words with sentences that have the same— or almost the same—meaning and include figurative language.

When all students have finished, invite students to read their stories to the class. Check to determine if students have correct-ly understood which words to replace. Then, check their use of figurative language. Point out that the pieces they produced are much more interesting than the original story. Promote discussion about the value of adding figurative language and what students visualize when they hear it.

Small Group

Divide the class into pairs. Have pairs discuss the stories they wrote during the Individual activity. Tell them to exchange papers, and have students write one of these letters below the beginning of each sentence to identify the type of figurative language they find: S (simile), M (metaphor), I (idiom), H (hyperbole), or P (personification). Monitor students as they work, providing prompts and guidance as needed.

“On the Field” (Page 13)

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©Edupress EP62371 Figurative Language, RL 3.5–5.0 1312 EP62371 Figurative Language, RL 3.5–5.0 ©Edupress

The soccer team gathered on the field. “My legs are a big pile of Jello,” said Reena. She was doing sprints to warm up. She hopped up and down on one leg and made a funny face at the other players.

“You’re such a clown!” Bella said.

“Gather together, girls!” The coach shouted. “Who’s going to be Queen of the Field today?”

Someone said, “I’ll be as clever as a fox, and I’ll rule the field.”

“I’m going to be as lucky as a shamrock,” yelled Maddy. “I’ll be the queen!”

“You’re a silly goose! I’m going to be the best!” called out Alex.

“Go, Team!” they all shouted.

The players were discussing their new play when the other team’s bus pulled up. It screeched and moaned as it came to a halt. The players headed for the field to start their warm-up. “Don’t let the cat out of the bag,” said Reena. She wanted the other team to be surprised by their new play.

The players took to the field. But they were all looking at the sky. Dark clouds danced overhead. Soon the sky was crying huge raindrops.

“Oh, my gosh,” shouted someone, “It’s raining cats and dogs.”

“Oh, no! What if we have to forfeit the game?” asked Maddy.

“We’re all in the same boat,” yelled the coach. “Let’s head for the buses!”

On the bus, the players decided to eat their lunches while they waited for the storm to stop. One said, “I’m like a bottomless pit. No matter what I do, I can’t get enough to eat.”

The clouds cleared. The sun peeked out. “Look,” someone said. “The sky is smiling again.”

“The sun may be smiling, but the field isn’t so happy,” said Alex. The players looked at the muddy mess the field had turned into.

“Don’t worry, gang,” the coach said. “There’s always next time.”

On the FieldDirections: Finding and Replacing Figurative Language

“On the Field” (Page 13)

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Beach Cleaning

Ahmed’s class went to help clean the beach. “This is a big beach,” Ahmed said. He looked at the sand. “Look at the beautiful water.”

“Look at all this trash,” said Lee. “It will take a long time to clean it up.”

All the students put on gloves and got big trash bags. The teachers stayed nearby and helped clean. “It is really hot outside today,” said one teacher.

Another teacher said, “I am thirsty. I need some water.”

Everyone worked for an hour. Then it was time for lunch. Ahmed said, “We have so much food. That’s good. I’m starving.”

Lee said, “You can eat more food than anyone I know.” She smiled.

After lunch, everyone went back to the beach. “Look at the dolphin!” one student called out. “I think it is the most beautiful sea creature I have ever seen.”

One teacher said, “Dolphins like that are rare. We don’t see them very often.”

Another teacher said, “Look at the reflection of the sun on the waves. It’s really pretty.”

Ahmed saw a tiny crab run across the sand. He called Lee over to take a look. “Look at the way the crab moves. Isn’t that unusual?” Ahmed said.

Lee pointed out a nearby sand castle. “It’s really tall,” she said. “I have never seen anything quite like it before.”

“The time is getting close to sunset,” said a teacher. “See, there is very little sunlight. We will have to leave soon.”

“I am really thirsty,” said Ahmed. He asked for more water before the students left the beach.

“Look how many bags of trash we collected!” said Lee. “And look how many boxes of things we found for recycling!”

“That is amazing!” Ahmed said. He washed the sand off his sandals. “Wow, the sand is really hot on my feet!” he said.

The teachers told the students to get ready to go. “I’m sad to see this day end,” said Ahmed. “But I’m proud that we accomplished so much.”

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Whole Class

Reproduce Describing Pictures 1 and 2 on pages 16 and 17 on card stock. Then, cut apart the illustrations and place them in a bag or facedown in a shoebox. Divide the class into Team A and Team B. Have a student from Team A pull a card from the bag or shoebox. Then, have the student view the illustration, show it to the class, and use figurative language to describe it. Tell students on Team B to identify the type of figurative language the student used and explain if it has been used correctly. After half the illustrations have been drawn, have teams switch roles, with students from Team B describing the illustrations.

As necessary, guide students in thinking of figurative language to describe the illustrations by pointing out features of the illustrations that might lend themselves well to being described through figurative language.

Individual

Reproduce Describing Pictures 1 and 2 for each student. Tell students to write a simile or metaphor to describe each illustration. Explain that students must write a complete sentence for each description. Have students write the letter M beside the sentence if they have written a metaphor and S if they have written a simile.

When all students are finished, discuss the activity. Make certain that students have correctly written and identified the types of figurative language.

Small Group

Divide students into pairs, and reproduce Describing Pictures 1 and 2 for each pair. Provide index cards, and have each partner write a metaphor or simile to describe one illustration on each card. Explain that students should write their sentences on the index cards—not on the lines below the pictures. Tell students to write in complete sentences. Then, have partners trade index cards and take turns matching each meta-phor or simile to its illustration, placing the index card below the illustration it matches. After matching, have the partner tell whether the sentence is a simile or a metaphor.

Directions: Picture Descriptions

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Name: Describing Pictures 1

Directions: Write a simile or metaphor to describe each picture.

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Name: Describing Pictures 2

Directions: Write a simile or metaphor to describe each picture.

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Individual

Reproduce Adjective and Noun Sentences on page 19 for each student. Before students begin, review the terms simile, metaphor, idiom, hyperbole, and personification. Then, invite a volunteer to read the directions. Make certain that students understand they will write a sentence that includes both words and that the sentence must include figurative language. Tell students to write one of the following below each sentence— S for simile, M for metaphor, I for idiom, P for personification, or H for hyperbole. Before students begin, provide this example on the board:

loud, storm The storm was as loud as an alarm.

Type of figurative language used: Simile

Whole Class

Reproduce the Adjective and Noun Word Cards on pages 20 and 21 on card stock. Then cut apart the individual words and put them in two bags. Divide the class into two teams. Explain that a student from one team will come forward and pull a card from each bag. Then, the student will have 15 seconds

to think of a simile or metaphor that includes the words. Explain that students’ ideas may be silly or serious. Play then passes to the other team. Award one point for figurative language that uses one of the words and two points for an example that uses both. Offer a point to the other team if they can correctly identify the type of figurative language used. Announce the winning team at the end.

Small Group

Reproduce the Adjective and Noun Word Cards on card stock, cut apart the individual words, and mix them up. Challenge groups of three or four to create a stack of adjective cards and a stack of noun cards, placing cards facedown. Check their stacks before they continue with the activity. Tell students to take turns drawing one card from each stack and then stating aloud a simile or metaphor that includes the two words. Tell them their statements may be silly or serious.

Circulate among groups, making certain they are correctly creating sentences that include the nouns and adjectives.

Directions: Fun with Parts of Speech

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Name:


Adjective and Noun Sentences

Directions: Read the two words. Include them in a sentence that uses a type of figurative language, such as simile, metaphor, idiom, personification, or hyperbole.

1 curious cat

Type of figurative language used:

2 exciting party


3 awful mistake


4 damp cabin


5 tiny insect


6 steep mountain


7 shiny treasure


8 lovely shore


to think of a simile or metaphor that includes the words. Explain that students’ ideas may be silly or serious. Play then passes to the other team. Award one point for figurative language that uses one of the words and two points for an example that uses both. Offer a point to the other team if they can correctly identify the type of figurative language used. Announce the winning team at the end.

Small Group

Reproduce the Adjective and Noun Word Cards on card stock, cut apart the individual words, and mix them up. Challenge groups of three or four to create a stack of adjective cards and a stack of noun cards, placing cards facedown. Check their stacks before they continue with the activity. Tell students to take turns drawing one card from each stack and then stating aloud a simile or metaphor that includes the two words. Tell them their statements may be silly or serious.

Circulate among groups, making certain they are correctly creating sentences that include the nouns and adjectives.

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thin swift

amazing selfish

faithful careless

trembling sudden

greedy dangerous

sweet lovely

comfortable sleepy

lazy excited

safe bold

surprised disappointed

Adjective Word Cards

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wisdom ship

vacation reward

dolphin star

rooster sailor

pilot plan

butterfly ocean

jewel forest

journey guard

frown hand

chipmunk automobile

Noun Word Cards

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Whole Class

Play an entertaining fill-in-the-blanks game. Reproduce “Skateboard Competition” and “School Play” on pages 25 and 26, each on a separate transparency. Prior to displaying each transparency, call out “singular noun,” “plural noun,” “verb,” “adjective,” or “ad-verb” for each blank, and have volunteers respond with a word that is the matching part of speech. Tell students that all verbs should be in past tense. Write the words provided by students in the blanks within the story. After you have filled in all blanks, display each transparency. Invite volunteers to read aloud the silly stories that result. Ask students to identify the types of figurative language they see in the story.

Individual

Reproduce Writing Similes on page 23 and Writing Metaphors on page 24 for each student. Review the terms simile and meta-phor. Have students complete the pages by filling in the worksheets with words that make sense in each sentence, creating a simile or metaphor. Review directions with students, making certain they understand they may write more than one word in each blank. Then, provide this example:

The dog’s fur was as as .

With students, fill in blanks to form sentences such as the following:

The dog’s fur was as soft as silk.

The dog’s fur was as rough as a sheet of sandpaper.

The dog’s fur was as golden as a field of corn.

Check to see that students have correctly completed the sentences to create examples of figurative language.

Small Group

Divide the class into pairs. Have partners use “Skateboard Competition” and “School Play” as models as they write short stories of their own. Tell them their stories should be at least two paragraphs long and should include blanks—with a part of speech written below each blank. It might be easier for students to write the story first and then rewrite it with blanks. Remind students that the part of speech written below the blank must fit the sentence. Then, tell partners to switch stories and fill in the blanks in each other’s stories. Make certain that students understand that the word they write in each blank must match the part of speech written below the blank. After partners finish, have them read the stories aloud to one another. If time allows, ask them to share their stories with the class.

Directions: Figurative Language Fill-in-the-Blank

EP 62371 Book.indd 22 2/10/17 2:35 PM


Name:


Writing Similes

Directions: Fill in the blanks in each sentence to create a simile. (You can use more than one word in each blank if necessary.)

Dan was as as in doing his homework.

The rain like .

After the long day, I felt as a .

The plants grew like .

The falling snow like .

The old wagon like a .

The fire in the fireplace was as as a .

Carol knows her math. She’s like a with .

1

2

3

4

5

6

7

8

EP 62371 Book.indd 23 2/10/17 2:35 PM


Name: Writing Metaphors

Directions: Fill in the blanks in each sentence to create a metaphor. (You can use more than one word in each blank if necessary.)

His problem was a .

The lights went out, and I was a .

The boats were .

I was a as I listened to the story.

Ocean waves are as they crash on the shore.

The night was , and it spooked me.

He always makes us laugh. He is a , and we are .

I was a when I found out that I won the contest.

1

2

3

4

5

6

7

8

EP 62371 Book.indd 24 2/10/17 2:35 PM


Name: Skateboard Competition

I sighed and looked out the window. Rain slammed to the ground. Would there still

be a skate competition? Thunder verb

with the growl of adjective

plural noun . I felt the weight of the

singular noun on my shoulders.

It seemed as though plural noun

passed. I finally saw a break in the

adjective clouds. Was the

adjective storm really gone?

Finally, my mom said we could go. I grabbed all my safety plural noun

. We hopped

into our adjective

car. There were so many people at the skate park! And there were

so many different kinds of skateboards. One was decorated with adjective

plural noun . It looked like a

adjective singular noun

. My favorite had

plural noun and a

singular noun .

It was finally my turn. I took a big gulp of singular noun

to cool off. Then I went to

the skate ramps. They looked as tall as plural noun

. I adverb

took my spot.

I felt as if I were a singular noun

.

Then I dashed around the park to work up my speed. I adverb

raced up the

ramp like a singular noun

. I didn’t

win that day, but I still felt like a

singular noun . The

adjective

thunderstorm had tried to stop me,

but I’d beaten it. I was a champion!

EP 62371 Book.indd 25 2/10/17 2:35 PM


Name:

I went to try out for the school play. I verb

because I was so scared.

My knees knocked with the sound of adjective

plural noun

. The play was

about two plural noun

who wanted to be adjective

plural noun

.

They lived on a farm.

Guess what? I got a part in the play. I couldn’t believe it. We had many

adjective rehearsals. I was as proud as a

adjective noun

to

have a role in the play. We practiced hard. We even had a real pig in the show.

Finally, opening night came.

I felt adjective

because of the plural noun

. And then everything went

wrong. The adjective

curtain verb

down. We had to verb

it off of the stage. Everyone in the audience verb

like plural noun

.

I was so embarrassed that my face was many plural noun

of red!

Then the lights went out. It was as dark as noun

. When the lights came

back on, the pig was verb

adverb

in the adjective

noun . It wasn’t hurt at all, but it

verb adverb

.

“The show must go on!” our teacher said.

She lifted the noun

with the strength

of a weightlifter and carried it off the stage.

After about 15 minutes, which seemed like

adjective years, we were ready to start.

That was a show I don’t ever want to

verb again!

School Play

EP 62371 Book.indd 26 2/10/17 2:35 PM


Whole Class

Reproduce What Is a Haiku? on page 28 on a transparency. Display the first poem, covering the rest of the transparency. Have a volunteer read it aloud. Explain that the poem is a haiku, a type of poetry that was firstrecognizedinJapanmanyyearsago.Ask students to explain how the first and last lines of the poem are alike. (Both have five syllables.) Ask how many syllables are in the second line (seven syllables). Explain that this is how a haiku is written—five syllables in the first line, seven syllables in the second line, and five syllables in the last line. Repeat the activity with the second poem. Then, uncover the top of the page, and explain the rules of haiku poetry. Point out the lack of a title for both poems, explaining that haiku poems are usually written without titles. Ask students to point out examples of figurative language in the first poem (trees sang; the forest breathed). Repeat for the other poem (asked me to climb; we sang). Then, work together as a class to write a haiku. Guide students in suggesting figurative language. After the class has completed the haiku, invite a volunteer to read it aloud. Ask why it is a haiku. (It has five syllables in the first line, seven in the second line, and five in the last line.)

Individual

Reproduce Write Your Own Haiku on page 29 and My Haiku on page 30 for each student. Invite a volunteer to read aloud the bulleted information on Write Your Own Haiku. Have students write their haiku poems using figurative language and then draw illustrations for the poems.

Check each haiku to be certain it has five syllables in the first line, seven in the second line, and five in the last line. Note student’s understanding and creative use of figurative language.

Small Group

After individual students have completed their haikus, divide the class into small groups. Have members of small groups exchange their poems, read the poems aloud, and identify the types of figurative language. Collect all the poems to create a class haiku book. Invite volunteers to create a cover for the book.

Before students read one another’s poems, remind them to be kind and considerate as they read. Check their identification of figurative language in one another’s poems.

Directions: Figurative Language Haiku

EP 62371 Book.indd 27 2/10/17 2:35 PM


What Is a Haiku?

• Ahaikuisapoemwiththreelines.

• Ahaikuhasfivesyllablesinthefirstline.

• Ahaikuhassevensyllablesinthesecondline.

• Ahaikuhasfivesyllablesinthelastline.

• Ahaikuisoftenwrittenaboutnatureorfeelings.

• Ahaikuisoftenfilledwithfigurativelanguage.

Frogs croaked like deep drumsAs trees sang their song aloud.The forest breathed deep.

The tall, steep mountainasked me to climb up its slopes.At the top, we sang.

EP 62371 Book.indd 28 2/10/17 2:35 PM


Name: Write Your Own Haiku

Remember:

• Ahaikuisapoemwiththreelines.

• Ahaikuhasfivesyllablesinthefirstline.

• Ahaikuhassevensyllablesinthesecondline.

• Ahaikuhasfivesyllablesinthelastline.

• Ahaikuisoftenwrittenaboutnatureorfeelings.

• Ahaikuisoftenfilledwithfigurativelanguage.

Choose one of these ideas, or write your own in the space below.

• ananimalcommunicatingwithyou

• aloudstormbeginningandending

• oceanwavesandseacreatures

• lookingacrossthewateratthetallsailsofsailboats

• seeingabutterflyonabranch

• hikingalongadustytrail

• watchingasunset

• seeinganinsectcrawlacrossaplant

• watchingraindropsbounceoffaleaf

• watchingabugfloatonaloginapond

• canoeingacrossalake

• seeingsmokerisefromachimneyonacoldwinterday

My own idea:

EP 62371 Book.indd 29 2/10/17 2:35 PM


My Haiku

Name:

EP 62371 Book.indd 30 2/10/17 2:35 PM


What Is an Idiom? (Page 32)

• It’srainingcatsanddogs.(It’srainingveryhard.)

• Ihaveabonetopickwithyou.(Iamupsetwithyou.)

• Don’tbiteoffmorethanyoucanchew.(Don’tdotoomuchatonetime.)

• Thatwasapieceofcake.(Thatwaseasy.)

• I’monpinsandneedles.(Iamanxious.)

• Holdyourhorses!(Waitaminute!)

• Youhitthenailonthehead.(Youareexactlyright.)

• We’reallinthesameboat.(Weareallinthesamesituation.)

• Don’tbeabackseatdriver.(Don’ttellthedriverwhattodo.)

• Youshouldn’tburnthecandleatbothends.(Youshouldn’tworkharderthan is reasonable.)

Answer Key

Whole Class

Reproduce What Is an Idiom? on page 32 on a transparency. Before displaying the transparency, ask students what they know about idioms. Then, display the transpar-ency. Discuss the definition of idiom and review the examples. Ask them what they think each idiom means and write the mean-ings on the transparency. Have students contribute additional idioms they have heard, read, or created themselves, and make a list.

Use this activity to solidify and strengthen students’ understanding of idioms. Check their understanding of the definition of the term idiom and the use of idioms.

Small Group

Divide students into groups of four or five. Reproduce What Is an Idiom? and the list of idioms the class came up with for each group. Provide hard-copy or Internet resources, and have students research the origin of one or two idioms. On a separate

sheet of paper, tell them to explain how the current meaning of the idiom makes sense with its origin. Provide poster board for each group, and have group members create a poster that states the idiom and explains its origin. Tell them to include the idiom in a sentence and to draw pictures to decorate the poster with illustrations of the idiom.

Provide guidance with research. Check to be certain students have correctly identified and stated the origin of one or two idioms.


Reproduce My Idiom Story on page 33 for each student. Have each student write a short story, using at least two idioms. Have students share their stories with the class. Or, divide the class into pairs. Then, have partners exchange their stories, circle all the idioms, and discuss the meanings.

Before students exchange stories, check stories to be certain they contain idioms. After students complete their work, check for correct identification of the idioms.

Directions: Idiom Origins

EP 62371 Book.indd 31 2/10/17 2:35 PM


Name:

It’s raining cats and dogs.

What Is an Idiom?

An idiom is a group of words with a special meaning that cannot be understood from the ordinary meaning of the words. What do you think the following idioms mean?

I have a bone to pick with you.

Don’t bite off more than you can chew.

Don’t be a backseat driver.

You shouldn’t burn the candle at both ends.

That was a piece of cake.

I’m on pins and needles.

Hold your horses!

You hit the nail on the head.

We’re all in the same boat.

EP 62371 Book.indd 32 2/10/17 2:35 PM


Name: My Idiom Story

Writing this story will be a piece of cake!

EP 62371 Book.indd 33 2/10/17 2:35 PM


Matching Figurative Language 1 (Page 35)

1. The football player kicked the ball out into space. (hyperbole)

2. The bright lights called out to me. (personification)

3. My mom is like a guiding light in my life. (simile)

4. Her excitement was a flame throwing off sparks. (metaphor)

5. You’re out in left field! (idiom)

6. My sister is a walking computer. (metaphor)

7. My books tell me to be strong. (personification)

8. This box I’m carrying weighs 10 million pounds! (hyperbole)

9. The soccer player was a rocket shooting across the field. (metaphor)

10. We won the game by the skin of our teeth. (idiom)

Matching Figurative Language 2 (Page 36)

1. The pen was my lucky charm. (metaphor)

2. The waves begged me to come swim. (personification)

3. Her uncle is like a strong mountain. (simile)

4. The highway was a ribbon stretching out ahead of us. (metaphor)

5. The boss and the worker don’t see eye to eye. (idiom)

6. I would never smile again! (hyperbole)

7. The stage lights winked at me. (personification)

8. Our new teacher was all bark and no bite. (idiom)

9. The truth was like a sweet song. (simile)

10. I’m so strong that I could lift a horse with one finger. (hyperbole)


Reproduce Matching Figurative Language 1 and 2 on pages 35 and 36 for each student. Have students draw lines to match sentences from the first column with a type of figura-tive language in the second column. After students finish their work, tell them to pair up and have their partners check their work. For an extension, have them write what they think each sentence really means. Partners can then compare their answers.

Have students use pencils to check one another’s work. Then, evaluate initial student work, as well as the check the student has done of the other student’s work. Use this information to profile each student’s prog-ress in understanding figurative language.

Whole Class

Reproduce the Word Cards and Types of Figurative Language Cards on pages 37 and 38 on card stock, and cut the cards apart. Put the Word Cards in one bag and the Types of Figurative Language Cards in the other. Divide the class into two teams. Have team members take turns drawing one card from each bag and using the word in a sentence that exemplifies the type of figurative language on the card. Allow each student 20 seconds to think of the sentence.

Award a point for each correct attempt. Announce the winning team at the end of the game.

Answer Key

Directions: Figurative Language Match-Up

EP 62371 Book.indd 34 2/10/17 2:35 PM


Name:


Matching Figurative Language 1

Directions: Draw a line to match each sentence to the correct type of figurative language.

The football player kicked the ball out into space.

The bright lights called out to me.

My mom is like a guiding light in my life.

Her excitement was a flame throwing off sparks.

You’re out in left field!

My sister is a walking computer.

My books tell me to be strong.

This box I’m carrying weighs 10 million pounds!

The soccer player was a rocket shooting across the field.

We won the game by the skin of our teeth.

idiom

personification

metaphor

hyperbole

idiom

simile

personification

metaphor

hyperbole

metaphor

Answer Key

EP 62371 Book.indd 35 2/10/17 2:35 PM


Name:

wisdom puzzle spoon

ribbon sandwich robber

rubbery fierce greedy

kangaroo lazy pleasant

April faithful disappoint

careless brick eager

melt rattle shadow

spoiled unusual wink

float lesson gentle

freeze chuckle eggs

diamond easily bunch

coconut drawer words

feast fan autumn

cave boot dusty

safely softly traffic

wandered lifted hero

package refused searched

towered squeezed tackle

Matching Figurative Language 2

Directions: Draw a line to match each sentence to the correct type of figurative language.

The pen was my lucky charm.

The waves begged me to come swim.

Her uncle is like a strong mountain.

The highway was a ribbon stretching out ahead of us.

The boss and the worker don’t see eye to eye.

I would never smile again!

The stage lights winked at me.

Our new teacher was all bark and no bite.

The truth was like a sweet song.

I’m so strong that I could lift a horse with one finger.

hyperbole

simile

idiom

personification

metaphor

hyperbole

simile

personification

metaphor

idiom

EP 62371 Book.indd 36 2/10/17 2:35 PM


wisdom puzzle spoon

ribbon sandwich robber

rubbery fierce greedy

kangaroo lazy pleasant

April faithful disappoint

careless brick eager

melt rattle shadow

spoiled unusual wink

float lesson gentle

freeze chuckle eggs

diamond easily bunch

coconut drawer words

feast fan autumn

cave boot dusty

safely softly traffic

wandered lifted hero

package refused searched

towered squeezed tackle

Word Cards

EP 62371 Book.indd 37 2/10/17 2:35 PM


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apho

rsi

mile

idio

mpe

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ific

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etap

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EP 62371 Book.indd 38 2/10/17 2:35 PM


Shout Out! Cards 1 (Page 40)

• Thepaintingofthemotherandchildspoketome. (personification)

• Thestarsblinkedinthesky.(personification)

• Skateboardscalledouttomefromthestore. (personification)

• Mybooksweighabout100pounds! (hyperbole)

• Icansingsoloudlythey’llhearmeinthenextcounty. (hyperbole)

• Takeitwithagrainofsalt.(idiom)

• Mydoghasrocksinhishead.(idiom)

• Hewantstogethisfeetwet,sohe’lltry something new. (idiom)

Shout Out! Cards 2 (Page 41)

• Thepolicegottothebottomofthestory.(idiom)

• Hermindisacalculator.(metaphor)

• Mycatwasarayofsunshineaftermybadday.(metaphor)

• Ourdog’sstomachisabottomlesspit. (metaphor)

• Theposterprojectwaslikeagiantmountain.(simile)

• Icouldbouncetothemoonwithmynew basketball shoes. (hyperbole)

• Iwasscared,andmylegsfeltlikerubber.(simile)

• Mygrandmastruttedlikeapeacockinhernew hat. (simile)

Answer Key

Whole Class

Reproduce Shout Out! Cards 1 and 2 on pages 40 and 41 on card stock. Divide the class into two teams. Tell team members to have a quick discussion to determine a team name that is a type of figurative language (for example, Smart as a Whip).

Write each team name at the top of a column on the board. Place the cards in a bag and mix them up. Have a student from each team come forward. Tell students you will pull a card from the bag and read it aloud. Explain that the two students should shout out the type of figurative language represented by the word or phrase you have read. The student who shouts out the correct answer first will earn a point for the team. Explain that the student will have an opportunity to earn another point by explaining the meaning of the phrase or sentence. After all the cards have been drawn, tally the points and declare the winner.


Reproduce the Shout Out! Cards for each student or small group. Or, place the cards in a learning center. Write each type of figurative language on an index card. Challenge students to sort the cards into the following categories: simile, metaphor, idiom, personification, hyperbole.

Directions: Shout Out! Game

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EP 62371 Book.indd 39 2/10/17 2:35 PM


Shout Out! Cards 1

SHOUT OUT!The painting of the mother

and child spoke to me.

SHOUT OUT! SHOUT OUT!The stars blinked

in the sky.

SHOUT OUT!

SHOUT OUT!Skateboards called out to me from the store.

SHOUT OUT! SHOUT OUT!My books weigh

about 100 pounds!

SHOUT OUT!

SHOUT OUT!I can sing so loudly they’ll

hear me in the next county.

SHOUT OUT! SHOUT OUT!Take it with a grain of salt.

SHOUT OUT!

SHOUT OUT!My dog has rocks

in his head.

SHOUT OUT! SHOUT OUT!He wants to get his feet wet, so he’ll try

something new.

SHOUT OUT!

EP 62371 Book.indd 40 2/10/17 2:35 PM


Shout Out! Cards 2

SHOUT OUT!The police got to the bottom of the story.

SHOUT OUT! SHOUT OUT!Her mind is a calculator.

SHOUT OUT!

SHOUT OUT!My cat was a ray of

sunshine after my bad day.

SHOUT OUT! SHOUT OUT!Our dog’s stomach is a

bottomless pit.

SHOUT OUT!

SHOUT OUT!The poster project was like a giant mountain.

SHOUT OUT! SHOUT OUT!I could bounce to the moon with my new basketball shoes.

SHOUT OUT!

SHOUT OUT!I was scared, and my legs

felt like rubber.

SHOUT OUT! SHOUT OUT!My grandma strutted like a

peacock in her new hat.

SHOUT OUT!

EP 62371 Book.indd 41 2/10/17 2:35 PM


Pla

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Whole Class

Reproduce Planning a Figurative Language Story on page 43 on a transparency. Cover all the content on the transparency except the story starters. As a class, select a story starter from the list. Write it at the top of a sheet of paper. Give the paper to a student and ask that student to write down the next sentence for the story. Have students pass the sheet of paper from student to student as they complete other work, each adding a sentence to the story. Tell students to try to include figurative language in the sentences they write. Ask the last student to write a sentence to end the story. Then, invite a volunteer to read the entire story aloud. Afterward, discuss each example of figura-tive language, identify the type of figurative language, and discuss how it made the story more interesting.

Check to be certain that students have understood the beginning-middle-and- end structure of a story.

Individual

Reproduce Planning a Figurative Language Story for each student. Have students answer the questions on the left before they write.

Tell each student to select a topic—not the topic selected for the class story—and write a short story that includes no figurative language. Then, have students rewrite the story, including at least two examples of figurative language. After students complete the second story, have them answer the remaining questions.

Check to be certain the first story includes no figurative language. Then, check to be certain the second story does contain figurative language.

Small Group

Have partners take turns reading aloud both of their stories from the Individual activity. Then have the other partner discuss why and how the figurative language made the story more interesting and powerful.

Circulate among groups as they complete the activity, guiding the discussion as necessary. Make certain that students recognize that figurative language makes the story more interesting. Guide students in stating specifics from the stories in their discussions.

Directions: Story Starters

EP 62371 Book.indd 42 2/10/17 2:35 PM

©Edupress EP62371 Figurative Language, RL 3.5–5.0 4342 EP62371 Figurative Language, RL 3.5–5.0 ©Edupress

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EP 62371 Book.indd 43 2/10/17 2:35 PM


Small Group

Divide the class into pairs. Reproduce the Skit Plan on page 45 for each pair. Explain that they will be writing and performing a skit in which one character may speak only in metaphors, and the other character may speak only in similes. Tell pairs to follow directions on the page to decide on a main idea and characters, as well as similes and metaphors to use in their skit. Remind stu-dents that the main idea is what the skit is all about. Tell them to choose one of the ideas on the page or make up their own. Allow students time to write their skits and quietly rehearse.

Check to be certain that students have determined a main idea and title, as well as character names and descriptions. Check to determine that one character speaks only in metaphors and the other only in similes.

Whole Class

Have pairs perform their skits for the class. Ask the class to guess the main idea of the skit. After all skits are complete, create a two-column chart on chart paper with the headings “Simile” and “Metaphor.” Invite pairs to write the similes and metaphors from their skit in the chart. When the chart is complete, ask how the similes and metaphors made the skits interesting and fun.

Directions: Figurative Language Skit

EP 62371 Book.indd 44 2/10/17 2:35 PM


Name:


Main idea:

Characters:

Action at the beginning:

Action in the middle:

Action at the end:

Metaphors:

Similes:

(Title)

•Achildlearnstorollerblade.•AfamilygoestoafarmtochooseapumpkinforHalloween.•Neighborsworktogethertocleanapark.•Abrotherandsisterplanforamovetoanewhome.•Afamilywelcomesanewbabyintothehousehold.

Skit Plan

Directions: Choose one of these main ideas for your skit, or think of your own idea.

EP 62371 Book.indd 45 2/10/17 2:35 PM


Name:

Whole Class

Reproduce Figurative Language Pictures 1 and 2 on pages 47 and 48 on card stock. Then, cut apart the illustrations and place them in a bag. Review idiom, metaphor, simile, hyperbole, and personification. Divide the class into two teams. Have teams take turns sending a team member to pull an illustration from the bag. Tell students that the team member must explain the picture using idiom, metaphor, simile, hyperbole, or personification. The student earns a point for the team by using a correct example. Another point can be earned by either team for correctly naming the type of figurative language the student used. Announce the winning team at the end of the game.


Reproduce the Figurative Language Pictures for each student. Have students write an example of idiom, metaphor, simile, hyperbole, or personification that makes sense on the back of each picture. Then, put students in small groups, and have group members share their answers and discuss the reasons they thought of the examples they created.

For another activity, reproduce several sets of the picture cards. On index cards, write a figurative language sentence for each picture. Place them in a learning center. Challenge students to match the index cards to the correct pictures.

Figurative Language Pictures 1 (Page 47)

1. The bike has all the bells and whistles.

2. We were like cats curled up by the fire.

3. The chimney puffed out smoke.

4. This box weighs a ton.

Figurative Language Pictures 2 (Page 48)

1. Her mind is an encyclopedia.

2. The bright star spoke to me.

3. This car is a lemon.

4. My brother is as stubborn as a mule.


Directions: Figurative Language Review

EP 62371 Book.indd 46 2/10/17 2:35 PM


Figurative Language Pictures 1

3 4

1 2

EP 62371 Book.indd 47 2/10/17 2:35 PM


Figurative Language Pictures 2

4

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Figurative Language - tcrupload.com 62371 Book_new file.… · Figurative Language Reading Comprehension Book Reading Level 3.5–5.0 Welcome to the Edupress Figurative Lan- ... Guide