Holly Sitienei
Vocabulary Instruction, Figurative Language: Idioms, Similes and Metaphors
Learning vocabulary is a critical part of the reading process. Vocabulary can be learned in two different ways: indirect or direct. Indirect learning or instruction takes place when students listen to those around them speak. Meaning of unfamiliar words is gained through figuring out the context in which they are used. Young children and even adults will often ask to clarify when someone uses an unfamiliar word or expression. Children also learn vocabulary indirectly through listening to adults read aloud to them and by reading on their own. All of these help to facilitate the learning of vocabulary. Direct learning involves the process of direct instruction of new words, word parts, word learning strategies and phrases that are inherent and also unique to that given language such as idioms, similes and metaphors.
The direct instruction of idioms, metaphors and similes are extremely important because they are found and used in all types of texts. Students who can recognize figurative language can be more successful in interpreting meaning and inferences. These are critical skills that excellent readers possess. And more than that they are fun to teach! The following pages give some resources and sample lessons on teaching these types of language. Idioms are the easiest to teach of the three in my experience. Metaphors and similes tend to be more difficult especially for the younger grades whose students tend to be more literal in their thinking. I also find that poems and songs lend themselves very well to teaching similes and metaphors. All of these lessons can be adapted for younger and older students.
Idioms
What is an idiom? An Idiom is a “figure of speech” or figurative language. It is a colorful way of expressing an idea. There are idioms in all languages and they are unique to each language meaning that they can’t be translated well. Idioms have two meanings: figurative, or what the words mean, and literal, or what the words say. Example: He has ants in his pants! The figurative meaning is he is very wiggly and can’t sit still or wait. The literal meaning is that he actually has ants inside of his pants. These expressions can be very confusing to young readers and speakers especially English language learners. Idioms need to be taught through direct instruction although the meaning can be gained through indirect instruction. An example would be if a child heard his mom say that his or her dad “was in the dog house” because he forgot to do the dishes, he or she would most likely figure out that this meant that dad was in trouble.
Sample Lesson Plan for Idioms (these are just guidelines and ideas)
Day One:
Objective: Students will be able to explain the difference between figurative and literal meanings.
Whole Group: Cut up and pass out idiom strips to students. Have them work in pairs to figure out the meaning of their idioms.
Bring them to the carpet and discuss possible meanings. Students will sometimes know the figurative meanings and others will try to explain using the literal meanings. Define the difference between the two meanings using an example drawing and/or words. You could also have the students act out the different meanings once they understand the concept. Go through a couple to make sure they get the difference between the two. Pass out exit card with the two meanings. Students will be able to define the difference between the two meanings.
Day Two:
Objective: Students will be able to illustrate and define the literal and figurative meaning of a given idiom.
Whole Group: Read There’s a Frog in My Throat by Loreen Leedy and Pat Street. You might want to just read a few sections so as not to give away too many of the ideas for illustrations. The idioms are divided up into types of animal idioms like idioms using dogs or using cats. Review figurative and literal meanings. Pass out poster resource sheet. Students will choose an idiom to illustrate and then define. Make sure each student understands the meaning.
Day Three:
Objective: Students will be able to understand that idioms can also be understood through context. Example: Dad was in such a hurry to go to dinner that mom thought he must have ants in his ants! Students will be able to see that the phrase “in such a hurry” helps to give meaning to the idiom ants in his pants.
Whole or small group: pass out the Figurative Language: Idioms sheet. Students will try and figure out meaning by the context in which it is used. Review whole group when finished. Depending on your group you could also have students write practice sentences using idioms. Make sure they have sentences long enough to give the idiom some sort of context.
Figurative Language: Similes and Metaphors
Common Similes Metaphors
He is crazy like a fox. He is an angel.
She is as happy as a clam! She is a dream!
He eats like a bird! My mom was boiling mad!
She is as busy as a bee! He is such a pig!
I slept like a log.
Dad is as fit as a fiddle
.
Similes and metaphors are types of figurative language that make comparisons. Similes use like or as to compare two things, but not in the same sentence. Metaphors compare using something else like an object or a phrase. Often times, metaphors use the word is. Similes and metaphors are difficult to teach but important to learn because they appear in all types of literature. Figurative language helps add interest and richness to text and to writing. An easy way to help students learn what they are and how to use them is through poetry. I have attached some poems and suggested activities to help with both. There are many resources available and I have included a list of some.
Suggested Strategies for learning Similes and Metaphors
· Writing similes using student names “Sandra is as fast as a cheetah!”
· Creating simile poems about a subject such as a person or an animal. Use something the student is very familiar with or has an interest in.
· Writing metaphors using colors “blue is the water in the ocean.”
· Reading poems with both types and having students identify and interpret.
· Illustrating poems to demonstrate comprehension.
· Listening to a popular song and trying to find metaphors and similes
Resources for Teaching Figurative Language
Books
Batter Up Wombat by Helen Lester (Amazon)
Crazy Like a Fox: A Simile Story by Loreen Leedy (Scholastic)
Even More Parts by Tedd Arnold (this one really shows how little kids can misinterpret figurative language)
Parts by Tedd Arnold (can purchase anywhere) Not about idioms but great!
Quick as a Cricket by Audrey Woods
Super Silly Sayings That Are Over Your Head: A Children’s Illustrated Guide Box of Idioms by Catherine S. Snodgrass (Amazon)
The Grinch Who Stole Christmas by Dr. Seuss (available everywhere)
Any poetry anthology depends on grade level
Also use songs that the students like. Metaphors are everywhere in music. This would be a great idea for the high school students.
Reading/Videos
http://www.readingrockets.org/atoz/vocabulary
Click on Writing Poetry video
http://www.readingrockets.org/article/9943
Teaching Figurative Language
The Grinch Who Stole Christmas Movie (the cartoon original, not the one with Jim Carrey) just the part where the song is sung! You can access it youtube.com and type in You’re a Mean One Mr. Grinch Song. I am not sure of showing in class. The video is approved. You can also listen to it on the web without video.