The Meaning of Figurative Language
PA Core Standards: CC.1.3.7.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative, connotative meanings.
Assessment Anchor:E07.A-V.4 Vocabulary Acquisition and Use
Descriptor: E07.A-V.4.1 Demonstrate understanding of vocabulary and figurative language in literature.
Eligible Content: E07.A-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending)
Alternate Eligible Content Code: E07AV4.1.2a
Alternate Eligible Content: Identify the meaning of figurative language in context
Alternate Eligible Content - Coded
- the meaning of figurative language
- Identify
- in context
Definition notes:
- Figurative Language: Language that cannot be taken literally since it was written to create a special effect or feeling.
- Literal Meaning: Involving an interpretation of a text or word at its most basic, nonfigurative
Text Selected Link: Twain, Mark. The Adventures of Tom Sawyer (1876) From Chapter 2: “The Glorious Whitewasher”
Intent Statement:Use context clues to find the intended meaning of figurative language (metaphors, similes, idioms) in text.
- Most Complex Level (at the level as written):
- Content Target: Identify the meaning of a common phrase of figurative language used in context.
- Example:Student reads the modified text. Use visuals, actions, videos to scaffold understanding as necessary.
Modified Text:Tom got tired of painting the fence. He was miserable because he had to work instead of have fun. Soon the boys who were free to play would come back and tell about their exciting adventures. They would make fun of Tom having to work. The thought of it burned Tom like fire.
Example discussion: “What does this story tell us about how Tom feels? (Miserable/mad/unhappy). Why was he miserable? (had to paint the fence instead of play; made fun of for having to work instead of playing). When Tom thought about his feeling it says it “burned Tom like fire”.
Ask: “What does ‘burned Tom like fire’ mean in this text?
- He hurt himself working
- He likes working instead of playing
- He is angry or mad
- Mid-Complex Level:
- Content target: Identify the meaning of figurative language using obvious contextual clues.
- Example: Present modified text (student and/or teacher reads). Use pic/objects/etc. to support the unique learning needs of the student.
Tom had to work instead of having fun.
His friends went out to play.
They came back to tell about the fun they had.
They laughedat Tom.
He had to work and could not play.
Tom felt mad because his friends laughed at him
He was so mad it burned him like fire.
Example discussion: ‘Burned him like fire’ tells us how Tom feels.
Ask: What does “burned him like fire” mean?
- He feels mad
- He hurt his head
- He feels tired
3. Least Complex Level
- Content Target:Identify the meaning of defined figurative language in context with visual supports
- Example:Read themodified text to the student. Use pic/objects/etc. to support the unique learning needs of the student.When modifying text, include words that offer a definition of the target figurative language.
Tom’s friends were playing.
Tom could not play.
Tom had to work.
Tom’s friends laughed at him.
Tom was verymad!
His face was like a fire.
Ask: Toms face was like a fire. How did he feel? The teacher reads the words for the pictures.
Mad Sleepy Hungry