Grade 6 English Language Arts | FL B.E.S.T. Standard: ELA.6.R.3.1
Analyze how figurative language contributes to meaning in text(s).
By the end of this unit, students will be able to:
| Term | Definition | Example |
|---|---|---|
| Figurative Language | Language that uses words in non-literal ways to create effect | Any simile, metaphor, personification, or hyperbole |
| Simile | Comparison using "like" or "as" | "Her smile was bright as the sun." |
| Metaphor | Direct comparison without "like" or "as" | "Time is money." |
| Personification | Giving human qualities to non-human things | "The wind whispered through the trees." |
| Hyperbole | Extreme exaggeration for effect | "I've told you a million times!" |
| Imagery | Language that appeals to the senses | "The fire crackled and popped, filling the room with warmth." |
| Literal Meaning | The exact, dictionary definition of words | "It's raining" = water falling from sky |
| Figurative Meaning | The implied or intended meaning beyond literal words | "It's raining cats and dogs" = heavy rain |
| Type | Example | Effect on Meaning |
|---|---|---|
| Simile | "The classroom was as quiet as a tomb." | Creates a solemn, eerie mood; emphasizes complete silence |
| Metaphor | "Life is a roller coaster." | Suggests life has ups and downs; helps readers connect to the unpredictability |
| Personification | "The old house groaned in the storm." | Makes the house seem alive; creates tension and unease |
| Hyperbole | "My backpack weighs a ton." | Emphasizes how heavy it feels; adds humor or relatability |
| Day | Focus | Activities |
|---|---|---|
| 1 | Introduction to Figurative Language | Define literal vs. figurative meaning. Introduce the four types. Use Student Concept Worksheet. |
| 2 | Similes and Metaphors | Deep dive into comparisons. Practice identifying and analyzing similes/metaphors in context. |
| 3 | Personification and Hyperbole | Explore human qualities and exaggeration. Analyze effect on mood and meaning. |
| 4 | Analyzing Effect on Meaning | Focus on HOW figurative language contributes to text. Complete Practice Worksheet. |
| 5 | Assessment | Administer FAST Format Quiz. Review and reteach as needed. |
For each figurative expression encountered, have students create a T-chart:
Left side: What does it literally say? (word-for-word meaning)
Right side: What does it really mean? (figurative meaning)
Then discuss: Why did the author choose the figurative version? What effect does it have?
Teach students to analyze figurative language using SAFE:
Spot it - Identify the figurative language
Analyze it - What type is it? What is being compared/exaggerated?
Figure out the meaning - What is the author really saying?
Effect - How does this contribute to the text's meaning, mood, or imagery?
Give students highlighters in four colors (one for each type). As they read a passage, have them highlight and label each example. Then discuss which type appears most often and why the author might have made that choice for this particular text.
Have students take a paragraph rich in figurative language and rewrite it using only literal language. Then compare: What is lost? This powerfully demonstrates why authors use figurative language - to create vivid images, emotions, and deeper connections.
Correction: Similes use "like" or "as" to make comparisons. Metaphors make direct comparisons without these words. "He runs like the wind" (simile) vs. "He is the wind" (metaphor). Both compare, but the structure differs.
Correction: Figurative language appears everywhere - in novels, news articles, speeches, advertisements, song lyrics, and everyday conversation. Help students recognize it in various contexts.
Correction: The FAST assessment requires students to analyze how figurative language contributes to MEANING. Identification is step one; explaining the effect is the real goal.
Correction: Hyperbole is intentional exaggeration that both speaker and listener understand is not literal. It's used for emphasis or humor, not deception. "I'm so hungry I could eat a horse" - no one expects actual horse-eating.
On the FAST assessment, figurative language questions typically ask students to:
Key Strategy: Train students to always connect figurative language to its EFFECT. The question "What does this contribute to the text?" is central to success.