Courseversity

Lesson

Figurative language

Primary EducationGrade 6English & Language ArtsCV-PRI-G06-ELA-U06-L0845–60 min

You will learn

  • Invent comparisons.
  • Use personification.
  • Avoid clichés.
  • Revise for fresh language.

Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.

Student lesson

The lesson in 60 seconds

  1. Choose what to describe.
  2. Invent a comparison.
  3. Check it is fresh.
  4. Place it in the story.

Words to know

simile
a comparison using like or as
metaphor
saying one thing is another
cliché
an overused expression
vivid
strong and clear in the mind

1. Discover: Fresh comparisons

Dayo drafts: “The sun was as bright as the sun.” and “She was as quiet as a mouse.” The second is a cliché. He tries fresh ones: “The sun poured gold over the roofs.” (metaphor-like) and “She was quiet as a closed door.” (simile). He adds personification: “The wind knocked on every shutter.”

These make the images vivid. But he uses figurative language sparingly, only where it helps.

Think: Why avoid clichés?

2. Understand: Fresh pictures in words

Idea 1: Use devices

Use simile, metaphor and personification to create vivid images.

Idea 2: Avoid clichés

A cliché is overused. Invent fresh comparisons.

Idea 3: Sparingly

Too many devices overload writing. Use them where they help.

Remember: Use fresh, vivid figurative language sparingly, and avoid clichés.

3. Worked examples

Example 1 (I show you): Cliché

Which is a cliché?

  1. Quiet as a mouse.

Answer: as quiet as a mouse

Example 2 (We do it together): Fresh

Which is fresh?

  1. Closed door.

Answer: quiet as a closed door

Example 3 (You try): Personification

Which personifies?

Show the steps and answer
  1. Wind knocked.

Answer: the wind knocked on every shutter

Did you know?

Every cliché was once a fresh image, until it was used too often.

Why this matters

Fresh figurative language makes your writing memorable.

4. Explore: Fresh phrase

Invent images.

  1. Choose a subject.
  2. Write a simile.
  3. Write a metaphor.
  4. Replace any cliché.
Think about it: what did you notice?

You can invent figurative language.

5. Practise

Say it in a sentence

Use these starters when you talk about the lesson. Say them out loud.

  • The subject is ___.
  • My simile is ___.
  • My metaphor is ___.
  • I avoided the cliché ___.

Guided practice

Question 1. A comparison using like or as is a ___.

simile

Question 2. Saying one thing is another is a ___.

metaphor

Question 3. An overused expression is a ___.

cliché

Independent practice

Level 1: Start

  1. A comparison using like or as is a ___.
  2. Saying one thing is another is a ___.
  3. An overused expression is a ___.
  4. Strong and clear in the mind is ___.
  5. The wind knocked on every ___.

Level 2: Grow

  1. What poured gold?
  2. What was quiet as a closed door?
  3. Which phrase was a cliché?

Level 3: Stretch

  1. Is a cliché fresh?
  2. Should we overuse devices?
  3. Can personification add vividness?

Answers are in the answer key below. Try first, then check.

6. Apply: English in everyday life

Write four fresh figurative phrases and avoid clichés.

Show a sample answer

four phrases

Another one. Invent a fresh comparison with a family member and say what makes it vivid.

Show a sample answer

a completed task

7. Common mistakes

Mistake: Rushing without checking.
Fix: Slow down and check your work.
Another mistake: Skipping the worked example.
Fix: Study the example first, then try.

8. Lesson summary and revision card

I can…

  • I can invent comparisons.
  • I can use personification.
  • I can avoid clichés.
  • I can revise for fresh language.

9. Check and master

Answer all 14 questions. You will see feedback after each one.

1. A simile uses ___ or as.

2. A metaphor says one thing ___ another.

3. A cliché is ___.

4. Vivid means ___ and clear.

5. As quiet as a mouse is a ___.

6. The wind knocked on every shutter is ___.

7. Quiet as a closed door is a ___.

8. The sun poured gold over the roofs is ___.

9. What should you check?

10. How often should devices appear?

11. Which is more vivid?

12. Why avoid clichés?

Challenge 1. Which is a fresh simile?

Challenge 2. Which is personification?

Your result appears here after you answer every question.

10. Key takeaways

  • Choose what to describe.
  • Invent a comparison.
  • Check it is fresh.
  • Place it in the story.

11. Next lesson

Next lesson: Revision. Keep going with the next idea in this course.

Exam practice

These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.

  1. Define cliché. [1 mark]
  2. Write a fresh simile. [2 marks]
  3. Write a sentence with personification. [2 marks]
  4. Why use figurative language sparingly? [1 mark]
  5. Explain how to create a fresh image. [3 marks]

Total: 9 marks.

Marking guide and model answers
  1. an overused expression [1]
  2. uses like or as [1]; is original [1]
  3. gives human qualities to a non-human thing [1]; makes a vivid image [1]
  4. too many devices overload writing [1]
  5. choose what to describe [1]; invent a new comparison [1]; check it is not a cliché [1]

Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.

Printable worksheet

  1. A comparison using like or as is a ___.
  2. Saying one thing is another is a ___.
  3. An overused expression is a ___.
  4. Strong and clear in the mind is ___.
  5. The wind knocked on every ___.
  6. What poured gold?
  7. What was quiet as a closed door?
  8. Which phrase was a cliché?
  9. Is a cliché fresh?
  10. Should we overuse devices?

Homework

Invent a fresh comparison with a family member and say what makes it vivid.

Answer key and marking scheme

Question Expected response Marks
1. A comparison using like or as is a ___. simile 1
2. Saying one thing is another is a ___. metaphor 1
3. An overused expression is a ___. cliché 1
4. Strong and clear in the mind is ___. vivid 1
5. The wind knocked on every ___. shutter 1
6. What poured gold? the sun 1
7. What was quiet as a closed door? she 1
8. Which phrase was a cliché? quiet as a mouse 1
9. Is a cliché fresh? no 1
10. Should we overuse devices? no 1
Total 10

Independent practice answers. Level 1: 1 simile; 2 metaphor; 3 cliché; 4 vivid; 5 shutter. Level 2: 1 the sun; 2 she; 3 quiet as a mouse. Level 3: 1 no; 2 no; 3 yes.

Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.

Mastery and remediation

Objective Bronze (Developing) Silver (Proficient) Gold (Advanced)
O1 Invent comparisons Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O2 Use personification Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O3 Avoid clichés Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O4 Revise for fresh language Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation

Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.

If a learner struggles

  1. Find the misconception: Rushing without checking. Slow down and check your work.
  2. Explain another way: use real objects, pictures or actions first, then words.
  3. Show a simpler example: Re-read the examples slowly and use the sentence frames.
  4. Guided practice: work through one example together and let the learner try the next one.
  5. Reassess: use the quiz again or the worksheet.
  6. Move on when the learner shows Silver-level evidence independently.

For parents and guardians

In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.

  • Listen while your child explains the idea.
  • Ask for one new example.
  • Praise effort and careful work.
  • Ask “how do you know?” after each answer, and listen.
  • Praise effort, not only right answers. Mistakes are how we learn.
  • Ten to fifteen minutes a day is better than one long session.

Teacher package

1–5. Objectives, prerequisites, materials, preparation, duration

Lesson objectives. Learners will: invent comparisons; use personification; avoid clichés; revise for fresh language.

Prerequisite knowledge. Pacing.

Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.

Preparation. Write the key words and examples on the board or on cards before the lesson.

Suggested duration. 45–60 minutes. It can be split into two shorter sessions.

6–9. Teaching procedure, explanation notes, guided and independent activities

Introduction (5 min). Introduce the idea with the opening example.

Explanation (10 min). Teach the key words.

Guided activity (10 min). Practise together.

Independent activity (10 min). Check understanding with the quiz.

Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.

Key questions. What is the key idea? Can I give my own example?

Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.

10–12. Differentiation, formative assessment, common misconceptions

Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.

Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.

Misconceptions. Rushing without checking. Slow down and check your work.

13–15. Assessment questions, answer keys, marking scheme

Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.

16–19. Remediation, enrichment, homework, teacher reflection

Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.

Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.

Sources and standards

This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.

Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 6 » Writing; Grade 6 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.

Research used to shape this lesson. Common Core W.6.3d and L.6.5 (use figurative language in writing); Cambridge Primary English Stage 6 (figurative language in writing). These sources informed the lesson.

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