Texts for Below Level Students

Text Selections

Figurative Language Unit

Texts for “Below Level Students”

Some Smug Slug by Pamela Edwards

Reading Level : K-2
My School's a Zoo by Stu Smith | Scholastic.com. (n.d.). Scholastic Teachers. Retrieved October 15, 2014, from
When choosing this text for lower leveled students, I do not intend for it to be in a demeaning aspect. Personally, if I am having trouble understanding a text if it is presented in the simplest form it becomes easier to understand. This text in particular focuses on metaphors. It would be a helpful tool for students who are having trouble remembering what the term means or how to apply it. With a partner they could identify 5 metaphors and then prepare to share them with the class.

Texts for “Below Leveled Students”

How Much Wood could a Woodchuck Chuck

(image used for reference to nursery rhyme, not actual book)

Reading Level: K – 1
Brown, S. (n.d.). “How much wood could a woodchuck chuck ... ”. Poetry Foundation. Retrieved October 15, 2014, from
I chose this text because it focuses on alliteration. By using a nursery rhyme students are able to connect to prior knowledge. I would have student’s model writing after this text in order to make sure that comprehension was reached. This fits into my unit because students can relate to a text which is familiar and easy to make connection to in order to understand the term alliteration. As a take home assignment, students would choose their favorite nursery rhyme and find which figurative language aspects apply to the text.

Texts for “On Average Readers”

Firework by Katy Perry

Reading Level: N/A

"Firework" lyrics. (n.d.). KATY PERRY LYRICS. Retrieved October 13, 2014, from

The reason for incorporating this text is because it adds a different way to view figurative language. Often times students automatically apply this unit to poetry or narrative texts, but when in fact it is all around them. This song should also be memorized by majority of the students due to its popularity on the billboard charts. If students can memorize specific examples (lines from the song) and understand how it applies to the term, then students will be able to apply these learnings in their writings. I would create an in class activity where each student would have a different colored piece of paper which represented a term of figurative language. When the song plays, students would hold up that colored paper when the term is being applied. This is a useful informal assessment!

Text for “On Average Readers”

A Lady by Amy Lowell

Figurative Language Poem 7: A Lady by Amy Lowell | Preview. (n.d.). Figurative Language Poem 7: A Lady by Amy Lowell | Preview. Retrieved October 15, 2014, from

The reason for choosing this text is because of the importance of representing figurative language in the form of poetry. During my lesson I am trying to show that figurative language can be represented in various ways and not just poetry, however representing these terms in poetry is still an essential concept. A Lady by Amy Lowell represents strong examples of similes in metaphors; it also is a great tool to teach meaning behind texts. This poem can be manipulated in multiple ways to represent figurative language in a mentor text. Students would be challenged to write their own poem which incorporates figurative language. After the poem was approved, they would switch with a classmate (no names on the paper) and the classmate would identify the figurative language in their partners poem.

Text for “On Level” Students

Website: Idioms- The Language of Advertising

(Picture not available)

Website link:

English Idioms Daily Blog. (n.d.). Idioms: The Language of Advertising. Retrieved October 16, 2014, from

This website is a great tool for students to connect idioms to advertisements they see in their daily lives. This website provides video clip examples for each advertisement and explains how the idiom is used. I would use this website when to assist with teaching idioms during instruction. In return, students would be instructed to make their own commercial with a group that incorporates idioms. They can create their own or use various ones they have learned. This technique would be a good hand on experience that would promote student learning!

Text for students “Above Grade Level”

Romeo and Juliet by William Shakespeare

Reading Level: 9-12

Romeo and Juliet by William Shakespeare | Scholastic.com. (n.d.). Scholastic Teachers. Retrieved October 15, 2014, from

Figurative Language. (n.d.). Romeo and Juliet. Retrieved October 15, 2014, from

Providing excerpt from Romeo and Juilet is a great way for students to who are advanced to apply these terms. It challenges them by using language that is not our modern Standard English. Having an assignment that asks these students to flip through the book and find similes and metaphors will benefit them because they can apply the learned material to a text. Also, there is a website which shows examples of Romeo and Juliet excerpts in relation to figurative language. Students can access this and check their answers or to use as helpful hints! This could be applied as an exit question and the teacher can informally assess the student knowledge.

Text for Students “Above Grade Level”

The Fault in Our Stars by John Green

Grade level: 9-12

The Fault in Our Stars. (n.d.). - Hardcover. Retrieved October 15, 2014, from

The Fault in Our Stars is a great tool to use with students who are reading above grade level. First, it is a book they can connect to, but it also displays figurative language through dialogue. I would find pages that the students can read specifically and print them. Using mentor text that the students can relate to is an important element when teaching. This book has been popular for this age group and can be used as a mentor text in order to make the literature more complex.