1. Figurative Language

2. Complete the sentences. 1. His car was as loud as a ________. 2. The blanket was soft like a ________. 3. The old cat was a mean as a ________.

3. Identifying Figurative Language Does the author use like or as in descriptions? Does the author compare things that are not alike? Does the author describe non-human things as if they are human? 1. 2. 3.

4. Simile A simile uses like or as to compare two things that are somehow alike. 1. John / puppet John felt like a puppet, willing to do his brother’s bidding at any time. 2. Students / bees The students swarmed around their lockers as bees near their hive.

5. Metaphor A metaphor compares two things without using the words like or as. 1. Sudeep / cheetah 2. Noelle / knife Noelle’s gaze cut right through me. Sudeep was a cheetah after a gazelle, dashing across the finish line to win the race.

6. Personification Personification is giving non-human things human qualities. 1. Her glasses clung to the end of her nose, holding on for dear life. 2. The rusty car relaxed in the grass with its hood caught in a yawn.

7. Guided Practice with Figurative Language Read the poem below and answer the questions that follow. All the world’s a stage, And all the men and women merely players; 140 They have their exits and their entrances; And one man in his time plays many parts, His acts being seven ages. At first the infant, Mewling and puking in the nurse’s arms; Then the whining school-boy, with his satchel 145 And shining morning face, creeping like snail Unwillingly to school… (continued on next slide) Excerpts from As You Like It by William Shakespeare

8. Guided Practice with Figurative Language Read the poem below and answer the questions that follow. (continued from previous slide) And so he plays his part. The sixth age shifts Into the lean and slipper’d pantaloon*, With spectacles on nose and pouch on side; His youthful hose, well sav’d, a world too wide 160 For his shrunk shank; and his big manly voice, Turning again toward childish treble, pipes And whistles in his sound. Last scene of all, That ends this strange eventful history, Is second childishness and mere oblivion; 165 Sans** teeth, sans eyes, sans taste, sans everything. *foolish person; clown **without

9. Guided Practice with Figurative Language A. to show that we act to impress others B. to show that we tell others what to do but we don’t do as we say C. to show that while we think we are independent, the reality is that we aren’t D. to show that death is fast approaching so we should live life to the fullest 1. What is the effect of the metaphor in lines 139-142?

10. Guided Practice with Figurative Language A. to show that the school-boy is slow to understand what he is taught B. to show that the school-boy is slow getting to school C. to show that the school-boy is insignificant D. to show that the school-boy is fragile and small 2. What is the effect of the simile “creeping like snail” in lines 145-147?

11. Guided Practice with Figurative Language A. to show that we act to impress others B. to show that we tell others what to do but we don’t do as we say C. to show that while we think we are independent, the reality is that we aren’t D. to show that death is fast approaching so we should live life to the fullest 1. What is the effect of the metaphor in lines 139-142?

12. Guided Practice with Figurative Language A. to show that the school-boy is slow to understand what he is taught B. to show that the school-boy is slow getting to school C. to show that the school-boy is insignificant D. to show that the school-boy is fragile and small 2. What is the effect of the simile “creeping like snail” in lines 145-147?

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