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NGSSS

Figurative Language LA.8.2.1.7: Locate and analyze an author's use of ... figurative language in a variety of text, identifying how word choice is used to appeal to the reader's senses and emotions, providing evidence from text.

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In this lesson, you will learn about figurative language- special ways that writers use words to describe thoughts and feelings. By comparing the unfamiliar to the familiar, figurative language helps readers see and think about things and ideas in new ways.

Here are some common types of figurative language:

Personification gives human qualities to objects, animals, ideas, and feelings. "The wind whispered" and "the long fingers of guilt pointed at him" are examples of personification.

A simile compares two things using the words like or as. "Eyes as dark as coal" and "hair like cotton candy" are similes. A metaphor compares two things by saying one thing is another: "The still lake is a mirror." Sometimes the metaphor is implied, as in the phrase "a blanket of snow."

With symbolism, writers use a physical object or place to represent an idea or a feeling. The eagle is often used to symbolize moral strength. Red roses symbolize love, and the clover leaf is a symbol of good luck.

Hyperbole uses exaggeration to make a point. If a character says, "I'm so hungry I could eat a horse," it means he's very hungry, not that he actually wants to eat a horse.

Figurative Language Personification gives human qualities to nonhuman things

Simile compares using like or as

Metaphor compares saying one thing is another

Symbolism uses an object or place to represent an idea or feeling

Hyperbole an exaggeration used to make a point

NGSSS LA .8.2.1.7

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Read this poem. Then think about how it uses figurative language to answer the question below.

Seasons

Spring comes in on tiptoe, where her feet touch the earth, flowers bloom.

Summer strolls in with a friendly wave, brushing the tall grass, dodging thunderstorms.

5 Autumn sneaks in through the morning mist and paints all the leaves when we aren't looking.

Winter enters through the leafless branches, riding the wind, whistling for the snow.

Which words in the first stanza illustrate personification?

~ In personification , the writer gives human traits to something that is not human.

~ Reread stanza 1. What words refer to human qualities or actions? Look at the words comes ill 011 tiptoe, l1 er jeet, and tOllch . These words and phrases refer to things a person has or can do.

~ Notice, though, that no person is mentioned in the stanza. The thing that has feet , comes in on tiptoe, and touches is spring.

ANSWER: Spring is personified with the words comes ill 0 11 tiptoe, l1er jeet, and touch .

In stanza 3, which words does the writer use to personify autumn?

NGSSS LA.S.I.l.7

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Think About It What feelings does Isabel have toward her homework?

- Hint

Think about what the alien may stand for in Isabel's dream. How are the alien's feelings and Isabel's feelings alike?

CORRECT ANSWER

SUPPORTING DETAILS

INCORRECT ANSWERS

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Read the passage. Use the Think About It to guide your reading. Then answer the question. Use the Hint to help you.

The Alien Ate My Homework

1 Isabel hated homework, especially th is assignment, because she had avoided it for too long. Now the task of writing the history report loomed before her, and it was gett ing late. Isabel had played too much soccer today, and now she was so very tired. She shut her eyes briefly and nodded off.

2 Isabel dreamed of a yellow alien with a lemon-shaped head. The alien ate her history book and her unfinished history report in one gul p, smacked its lips, and burped, "That homework was bitter, but that's exactly the way I like it!"

What does the alien symbolize for Isabel? A Isabel's dislike of homework B Isabel's fondness for lemons C Isabel's love of ancient history D Isabel's need for sleep

Answer choice A is correct.

The alien thinks the homework is bitter, which is how Isabel feels about her homework assignment. Isabel would probably like to make her homework disappear the way the alien made it disappear.

B is not correct, for although the alien looks like a lemon, no mention is made of whether or not Isabel likes lemons.

C is not correct because paragraph 1 states that Isabel hates her history assignment and homework in general.

D is not correc t because although Isabel dreams of the alien when she is asleep, the alien does not stand for her need for sleep .

NGSSS LA.B.2.l.7

Think About It What human feature does the piano have in stanza 1?

What order does the speaker give her fingers? How do they respond?

How does the poem end? How are the lines in the last stanza different from the rest of the poem?

NGSSS LA.S.2 .l.7

Read the poem. Use each Think About It to guide your reading.

My Piano My piano welcomes me with a broad smile, flashing his eighty-eight teeth , white and black. ''I'm back ," 1 say.

5 "Time to practice for my lesson." 1 order my fingers to do to their scales, watching as they obed ient ly march up and down the keys.

"What now?" 1 ask. My piano waits quietly.

10 1 raise my hands over the keys again. Now they are like flutter ing birds, moving together and apart, launching a song.

The notes fill the air, 15 the song fill s my heart 'til it bursts,

and my piano beams. Together, we make beautiful music.

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Hints

Find lines where the speaker describes or addresses the piano. What is the speaker's attitude toward the piano?

Locate the word "fingers." Several words nearby can help you identify the unnamed thing that is being compared to fingers.

Reread stanza 3. What do you picture as you read?

~PAIR SitAR£, Will. you..- pa..-tne..-, share and discllss your answe..-s and supporting details .

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Use the Hints to answer the questions below. Circle the letter of each correct answer, and provide supporting details from the passage.

1 The poet's personification of the piano suggests that the speaker A enjoys practicing the piano. B thinks the piano is playing a trick on her. e wishes the piano was in tune. D wants to skip her next piano lesson.

Supporting Details: _ _____ __________ _

2 In stanza 1, the poet implies that her fingers doing scales are like A cooperative children. B black and white keys. e fluttering birds. D marching soldiers.

Supporting Details: ___ _ ____________ _

3 'The song fill s my heart 'til it bursts" is an example of A simile. B metaphor. e hyperbole. D symbolism.

Supporting Details: ___ _____________ _

NGSSS LA.S.2.l.7

Read the poem "Daedalus and Icarus" before answering Numbers 1 through 6.

DAEDALUS AND ICARUS BY HENRY FIELD

Daedalus, the old Greek, was smart. He dealt in what were called the "unknown arts," Challenging laws of nature.

Unhappy on his lonely isle, He conceived an idea that made him smile: "Why should not a man fly high into the clear blue sky?"

Young Icarus stood by and watched his father Gluing the feathers he had gathered, with wax, onto wing-like spans.

Soon came the lesson, and father warning son, "Keep to a middle path, fly not too close to the sun." He kissed the boy, a tender rose,

And Icarus, like a fledgling bird, took off into thjn air. Amazed at his new capacity, he gazed at the quilted fields below.

Higher and higher in his joy he soared, then felt the melting wax upon his arms and saw his feathers loosened.

"Father!" he cried, and "Father!" And flai led, fa lling downward into the beckoning arms of the dark blue sea.

A snowfall of fea thers drifted down to the waves as Daedalus ca lied his son's name in vain, and cursed his fatal art.

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o Read this line from the poem.

He kissed the boy, a tender rose

What literary device is used in the line above?

A. simile, comparing Icarus's pride to a tender rose

B. personification, giv ing human cha racter istics to a rose

C. hyperbole, exaggerating Icarus's weakness and timidity

D. metaph01~ representing Icarus's innocence as a tender rose

., Read th.is line from the poem.

And Icarus, like a fledgling bird, took off into thin air.

What literary dev ice is used in the line above?

F. hyperbole, exaggera ting Icarus's adventurous sp irit

G. personification, a ttributing human characteristics to a bird

H. metaphor, comparing Icarus's love of flying to that of a bird

J. simile, comparing Icarus's lack of experience to a young bird

• Read these lines from the poem.

JlFather!" he cried, and "Father!" And flailed, falling downward

1i into the beckoning arms of the dark blue sea.

"§ ~ Wh at litera ry device is used in the lines above? <3 c

.~ A. simile, comparing Icarus to an injured bird

B. hyperbole, exaggerating the darkness of the sea

C. symbolism, representing the sea as a place of safety

D. personification, attributing human characteristics to the sea

Answer Form

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• Daedalus's attemp t to fly symbolizes his

F. fear.

G. pride.

H. shame.

I. loneliness.

• Read this line from the poem.

A snowfall of feathers drifted down to the waves

Which literary device is used in the line above?

A. metaphOl~ comparing the feathers to snow

B. simile, compari.ng the waves to fea thers

C personification, giving human qua lities to feathers

D. hyperbo le, exaggerating the amOLmt of fea thers on Ica rus's wings

o The author uses the image of quilted fie lds to

F. contrast with the dark blue sea.

G. show where Icarus and Daedalus live.

H . explain tha t the fields are soft enough to land on.

I. show how the fields appear to Icarus from the sky.

Answer Form (co ntinued)

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