Lesson plan

I SHAMPOO C: Figurative Language

Do your students have trouble understanding the main types of figurative language? This lesson will teach them about I SHAMPOO C, an acronym used to to remember nine of the main types with ease.
Grade Subject View aligned standards

Students will be able to identify nine of the main types of figurative language tools.

(5 minutes)
  • Use sticky notes to poll the class using the following prompt: Name at least five types of figurative language.
  • Have students volunteer to share their thoughts.
  • Create a class list for students to observe and add to.
  • Tell students that figurative language consists of words and phrases used by a writer to convey non-literal (not real) meaning of words; it makes writing come alive.
  • Explain to students that in this lesson, they will create a flippable graphic organizer to learn an easy acronym that will help them learn, understand, and identify some of the main types of figurative language.
(5 minutes)
  • Have students cut and glue the I SHAMPOO C cutouts on a sheet of paper.
  • Have them cut on the dotted lines to make the flaps.
  • Have one student read the definition for idiom from the I SHAMPOO C information sheet.
  • Next, have another student summarize what the previous student just read.
  • Have students write at least two examples of an idiom below the definition.
  • Advise students they should try to use an example that is not listed on the information sheet.
(15 minutes)
  • Have students work in pairs or small groups and use the I SHAMPOO C sheets to finish the flippable according to the instructions they received.
  • Students will summarize the definition and provide an example for each of the remaining letters (figurative language types).
  • Remind students to work with their partner or group to complete this assignment.
(15 minutes)
  • On the back of their I SHAMPOO C cutouts, have students use each type of figurative language in a sentence and underline the part that demonstrates the example under the tab for each.
  • Enrichment: Allow advanced students to research additional types of figurative language and create a product of their choice that includes the definition, an example, and a sentence.
  • Support: Have struggling students complete the flippable with you or a partner.
(5 minutes)
  • Have students write I SHAMPOO C on a notecard and identify what each letter in the acronym stands for, including a definition and example.
  • They should turn it in as an exit ticket before leaving class so that you can gauge their levels of understanding.
(10 minutes)
  • Recap today’s lesson
  • Have students explain in their own words what they learned today and discuss how they can use it in class.
  • Allow students to ask questions that they still have.

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