Read it, Write it, Tell it Head 11
Read it, Write it, Tell it Head 11 Home Introduction Teaching Materials Grades 3-4 Grades 5-7 Links Videos Read it, Write it, Tell it Head 11 Read it, Write it, Tell it Head 11

 

Johnny Appleseed

Figurative Language Lessons
Idiom
Simile
Metaphor

Figurative Language Extensions
Extensions

Figurative Language Downloads
Similes and Metaphors

Complete Figurative Language Unit 		 

 

6 Figurative Language
Episode: Johnny Appleseed

Lesson Overview

The purpose of the lessons in this unit is to help Ohio students in grades 3-7 learn the characteristics of the literary text FIGURATIVE LANGUAGE indicators that they must master for their respective Ohio achievement tests. Special care has been taken to dovetail the lessons with the indicators and the types of questions commonly asked on Ohio tests. The lessons are divided into two sections: Grades 3-4 and Grades 5-7.

Ohio Academic Content Indicators

2001.EL.S05.GKG-03.BD.L03.I05  
Explain how an author’s choice of words appeals to the senses.

2001.EL.S05.G04-07.BG.L04.I08   
Identify figurative language in literary works, including idioms, similes and metaphors.

Ohio Achievement/Proficiency Tests Figurative Language Question Types

  • The author used the words “xxxx.” What do the words mean?
  • The author used the words “xxxx.” What is the author describing?
  • Given a list of quotations from the figurative language used in the selection, choose the quotation that means “xxx.”

Johnny Appleseed
Episode Overview

The episode begins with some factual information about Johnny Appleseed who traveled through Ohio selling and giving away apple trees and apple seeds. The tall tale portion of the episode finds Johnny dealing with a giant bear with a thorn bush stuck in its paw – and then the jealous Ant brothers, Ignor Ant and Arrog Ant.

Access this episode's Before Viewing and After Viewing discussion guides by downloading the complete unit guide.

Figurative Language Lesson

Idiom

Materials:

  • Locate or create a list of idioms with which the children can work. The following websites may be of help:

Procedure:

  • Divide the class into groups. Assign each group one or more idioms to interpret and illustrate for inclusion a dictionary of idioms. The dictionary could be used by ESL students. Illustrations may be produced in any medium to which the students have access. Examples include: pencil, paper, paint, poster board, dry erase board, and computer creations using word processing, presentation, or graphic organizer software, etc.
  • Tell the students that two illustrations will be needed for each idiom.
    • One illustration will depict and list the literal meaning of the idiom.
    • The other will depict and list the figurative meaning of the idiom.

Example: For the idiom “frog in his throat” students might draw a picture of a person with a frog sitting in his/her throat for the literal meaning. A drawing of a person standing before a group of people with a pained look on the person’s face.

  • Share and post the students work.
  • Have the students orally create or write sentences using both the literal and figurative meanings of five or more idioms.

Simile

Materials:

  • Select one to three similes that are often overused and for which the figurative meanings are easily understood. Examples: “light as a feather” or “strong as an ox.” The following websites have lists of similes. The following websites may be useful:

Procedure:

  • Discuss the figurative meanings of the selected simile(s).

For example: “light as a feather” means very light and “strong as an ox” means very strong physically.

  • Challenge the students to come up with several alternatives to replace an overused simile while maintaining its basic meaning.

For example: Change “as light as a feather” to as light as a cloud, as light as a butterfly’s wing, as light as a rose petal, as light as a milkweed seed floating on the wind, as light as the single hair that tickles my cheek, etc.

  • Have the students choose the alternative(s) that they prefer and use them to write complete similes.

Example: Heath walked through the woods with footsteps as light as a milkweed seed floating on the wind.

Metaphor

Materials:

Procedure:

  • Use the student handout “Similes and Metaphors” worksheet found in this section or create your own list of 5 to 10 sentences that use similes. Have the students locate the simile in each sentence. See the Similes lesson above to locate websites that list similes or you may create your own list.

The examples below match the Simile and Metaphor worksheet.

  • The overfed dog was as big as an elephant.                          
  • The boy’s hair was as black as coal.             
  • The child waiting his turn at the dentist’s office was as brave as a lion.
  • It might only be thirty minutes after lunch but he was as hungry as a bear.
  • She was like a hornet when she learned that her sister was using her jacket.
  • Sam was as proud as a peacock when he got a 95% on his math test.
  • As quick as lightning, Marika raced to the office to warn the school about the dark cloud she had seen.    
  • The little horse was like an oak tree able to carry twice as much as other horses.  
  • She was only 10 years old but she stood as tall as a giraffe compared to her classmates.
  • He acted as if he was as tough as nails but most of the time he just felt scared.
  • Have the students interpret each sentence.

The examples below match the Simile and Metaphor worksheet.

  • The dog was very fat.                          
  • The boy’s hair was black in color.                  
  • The child waiting his turn at the dentist’s office was brave.
  • It might only be thirty minutes after lunch but he was really hungry.
  • She got very angry when she learned that her sister was using her jacket.
  • Sam was proud when he got a 95% on his math test.
  • Marika was very fast when she raced to the office to warn the school about the dark cloud she had seen.
  • The little horse was very strong and able to carry twice as much as other horses.
  • She was only 10 years old but she was very tall compared to her classmates.
  • He acted tough but most of the time he just felt scared.
  • Have the students rewrite the similes as metaphors.

The examples below match the Simile and Metaphor worksheet.

  • The overfed dog was an elephant.                  
  • The boy’s hair was coal.                     
  • The child waiting his turn at the dentist’s office was a brave lion.
  • It might only be thirty minutes after lunch but his hunger was a bear.
  • She became a buzzing hornet when she learned that her sister was using her jacket.
  • Sam was a peacock when he got a 95% on his math test.
  • Marika was a bolt of lightening as she raced to the office to warn the school about the dark cloud she had seen.              
  • The little horse was an oak tree able to carry twice as much as other horses.         
  • She was only 10 years old but she was a giraffe compared to her classmates.     
  • He was a tough nail on the outside but most of the time he just felt scared.