This lesson expands on students' knowledge of figurative language in fiction. At the end of the lesson, students are able to:  
- Demonstrate a thorough understanding of figurative language by identifying examples of simile, metaphor, personification, and alliteration as well as clarifying how the use of figurative language affects the meaning of a text.

- What is the purpose of learning new words? 
- What methods and tools do readers employ to decipher unfamiliar vocabulary? 
- How do students expand and improve their vocabulary?

- Alliteration: The repetition of initial consonant sounds in neighboring words.
- Metaphor: A comparison of two unlike things, without using like or as.
- Personification: An object or abstract idea given human qualities or human form.
- Simile: A comparison of two unlike things, using like or as.
- Figurative Language: Language that cannot be taken literally because it was written to create a special effect or feeling.

- Simile books were chosen because they show solid comparisons of two unlike objects, using the words like and as. Students can easily define and identify examples of similes throughout the texts. Teachers may substitute other books to provide a range of reading and level of text complexity.
+ Paul Gobel. (2001). The Girl Who Loved Wild Horses. Atheneum.
+ Margaret Wise Brown. (2003). The Little Island. Doubleday Books for Young Readers.
+ Ann Turner. (1995). Nettie’s Trip South. Aladdin.
+ Jay Williams. (1984). Everyone Knows What a Dragon Looks Like. Aladdin.
+ Jane Yolen. (1987).Owl Moon. Philomel.
- Metaphor books were chosen to show the comparisons of two unlike objects. Students will be able to see the sophistication it takes to craft a metaphor and understand the complexity it takes to develop their own metaphors. Teachers may substitute other books to provide a range of reading and level of text complexity.
+ Valiska Gregory. (1992). Through the Mickle Woods. Little Brown.
+ Beatrix Potter. (2011). The Tale of Peter Rabbit. Penguin Group.
+ Ann Grifalconi. (1993). Kinda Blue. Little Brown.
+ Faith Ringgold. (1996). Tar Beach. Dragonfly Books.
+ Alvin Tresselt. (1988). Hide and Seek Fog. HarperCollins.
- Personification books were chosen because they exemplify easily identifiable abstract ideas that were personified through text and illustrations. Teachers may substitute other books to provide a range of reading and level of text complexity.
+ Virginia Lee Burton. (1978). The Little House. Houghton Mifflin.
+ Marie Hall Ets. (1978). Gilberto and the Wind. Puffin Books.
+ Patricia McKissack. (1986). Flossie and the Fox. Dial Books for Young Readers.
+ Shel Silverstein. (2004). The Giving Tree. HarperCollins.
+ William Steig. (2012). Sylvester and the Magic Pebble. Little Simon.
- Alliteration books were chosen because the text was written to model the repetition of initial sounds in neighboring words. These books provide a clear understanding of alliteration and allow students to have fun with words while repeating the tricky tongue twisters. Teachers may substitute other books to provide a range of reading and level of text complexity.
+ Pamela Duncan Edwards. (2004). Clara Caterpillar. HarperTrophy.
+ Pamela Duncan Edwards. (1997). Four Famished Foxes and Fosdyke. Katherine Tegen Books.
+ Pamela Duncan Edwards. (1998). Some Smug Slugs. Perfection Learning.
+ Pamela Duncan Edwards. (2003). The Worrywarts. HarperCollins.
- Student copies of the Exit Ticket assessment (L-6-1-3_Exit Ticket)
- Chart paper
- Markers of various colors

- Focus on helping students recognize and understand the use of personification, alliteration, similes, and metaphors throughout the lesson. Take note of the students who seem to be struggling to identify figurative language as you watch the groups at the workstations. Assist as required.
- Request that students write down their favorite example of figurative language and explain briefly why it is effective. Gather these to quickly assess potential weak points and strong points.
- Utilize the checklist below to assess students' comprehension:
+ Students correctly define a simile and justify its application.
+ Students correctly define a metaphor and justify its application.
+ Students correctly define personification and discuss how it works.
+ Students correctly define alliteration and explain how it works.
+ Have students complete an Exit Ticket assessment (L-6-1-3_Exit Ticket) at the end of the class to demonstrate their understanding of personification, alliteration, simile, and metaphor.

Modeling, Explicit Instruction, and Active Engagement 
W: Use the students' previous understanding of figurative language to help them create working definitions that the class will explore. 
H: Ask students to read books and identify and categorize figurative language examples. 
E: Go over the figurative language examples that the students pointed out, and talk about whether or not they truly convey the meaning of the texts. 
R: Assist students in drawing conclusions about the usage of metaphorical language in general. 
E: To ascertain whether students comprehend the use of figurative language, administer the Exit Ticket assessment. 
T: Provide a range of reading materials to choose from, allow for flexible grouping based on students' reading levels, and allow concepts to be expanded in accordance with students' learning levels.
O: This lesson’s learning activities offer small-group inquiry, individual application of the concepts, and large-group instruction and discussion.

Focus Question: How can writers enhance the interest and significance of reading through the use of figurative language?

To get ready for the exercise, arrange four chart paper sheets and draw a horizontal line across the middle of each sheet and a vertical line down the center of each sheet to create four sections. On each section of the chart paper, write one of the following titles: personification, alliteration, metaphor, or simile.

Choose a spot in the classroom and hang one of the chart paper sheets there. This will be a single workstation. Set up three more workstations in different locations throughout the classroom, and repeat this process. There will be four separate workstations, each with one sheet of chart paper.

Put four books at each station: one for personification, one for alliteration, one for similes, and one for metaphors. (Check out the books under Materials.)

Put the following categories of metaphorical language on the interactive whiteboard or board:

Metaphor
Alliteration
Simile
Personification
Request that students consider figurative language. "Look at the list," you say. "We'll review what we recognize as the tools authors use to animate and give voice to their writing." Encourage students to come up with definitions of the following terms through brainstorming:

Alliteration is the practice of using adjacent words' first consonant sounds more than once. For example, "Six sad seals sat sunning themselves on the sand."
Personification is the process of giving a human form or human qualities to an object or abstract idea (e.g., flowers dancing about the lawn).
A simile compares two dissimilar objects by using the words like or as (e.g., She eats like a bird.)
Metaphor: When two dissimilar things are compared, no like or as is used (e.g., the snow is a blanket that covers the garden).
Say, "We're going to engage in a station rotation exercise. Four small groups will be your workspace. Every group will begin at one station, move to another, and fill the chart paper with examples of figurative language. A different colored marker will be provided to you so that you can identify your work."

Put the following data on the board or interactive whiteboard:

Read the provided picture books as a group.
Write instances of figurative language from the provided fictional texts on the chart paper. In the relevant sections that are labeled on the chart paper, write instances of figurative language.
At the workstations, have the students start working. Ask students to rotate clockwise to a different station after about five minutes. At this station, instruct students to repeat steps 1 and 2 above using the same process.

Say, "Let's review the different types of figurative language," after each group has had a chance to move to a different station. Assign the chart paper to each group and have them bring it to the front of the room. Attach the papers to the wall or board.

Ask students to go over the figurative language examples on each chart paper sheet. After that, ask students to complete the following assignments to share their ideas:

Put a star next to any accurate figurative language example.
Add a new example of figurative language if it isn't already there.
Correct any examples of figurative language by revising or crossing them out.
Ask your students to discuss whether or not the figurative language examples are accurate as they examine them. Ask students to identify the reasons for the addition and removal of the examples. Encourage your students to draw conclusions about figurative language in general.

Ask: "What makes you believe that authors employ figurative language in their writing?" Write the students' answers down on the board. To facilitate additional conversation, use the following questions:

How can readers better understand and appreciate what they read when figurative language is used?
How does the application of figurative language affect the meaning of stories and aid in the reader's comprehension as a whole?

Extention:

Students should be encouraged to write more instances of figurative language on the chart paper that is used in station rotation. You might want to assign students to create a list of novels that employ particular kinds of metaphorical language. Pupils may snap images of the completed charts to use as resources for additional work.
When students are prepared to go above and beyond the requirements, ask them to write original examples of personification, alliteration, similes, and metaphors. Then, ask volunteers to identify the kind of figurative language each example uses.