volume

TWO middle school

PRE-LESSONS volume
©martina cahill-the hungry teacher
Page CONTENT
3 Pre-Lessons Digital Links

4 Mentor Sentence Prep lesson plan and materials

16 Pre-Lesson 1: Parts of Speech lesson plan and materials

23 Pre-Lesson 2: Types of Sentences lesson plan and materials

31 Pre-Lesson 3: Figurative Language lesson plan and materials

39 Snag a FREE Writing Reference Booklet

40 Join the Middle School ELA Facebook Group

41 Resource Credits

PRE-LESSONS AT-A-GLANCE
Week CCSS MENTOR Grammar Concepts
STANDARDS TEXT explicitly taught
0 • All N/A Mentor Sentence Prep

0 • 6.1, 7.1, 8.1

• 6.2, 7.2, 8.2
N/A Parts of Speech
• 6.4c, 7.4.c, 8.4c

0 • 6.1, 7.1, 8.1 N/A Types of Sentences

0 • 6.5a, 7.5a, 8.5a N/A Figurative Language

©martina cahill-the hungry teacher

volume
TWO
PRE-LESSONS
The links below are for the resources for just this week. If you would like to
assign the mentor sentences or interactive notes a quarter at a time, there is a
separate file of digital links that links to all nine weeks’ mentor sentences and
interactive notebook lessons if you purchased an entire quarter.

student mentor sentence and interactive notes:

https://docs.google.com/presentation/d/1ELtBeMQhSMeXI62rh0nXiez0tHKcdvs20zFN67Sk-Xw/copy?usp=sharing

lesson plan, mentor sentences, and teacher keys:

https://docs.google.com/presentation/d/1FA69RvxElxtiTuu8_YE3pMA-WpvD7dGjQ-Gt6RSSUw0/copy?usp=sharing

lesson slides and practice:

parts of speech:
https://docs.google.com/presentation/d/1H3oSx6gVEnoqXEZf03OF0VpFdW9GtallmKYlHODBFEU/copy?usp=sharing

types of sentences:
https://docs.google.com/presentation/d/1fwWu8OA41vKkg0e1_vYuxWiq3qE9jC5546irZaiTlhk/copy?usp=sharing

figurative language:
https://docs.google.com/presentation/d/1J6ynOR-Urcd1eCmQrsdojunJqjyDvLnTDJUAGkH97Jw/copy?usp=sharing

©martina cahill-the hungry teacher

mentor sentences prep lesson
Common Sixth grade Seventh grade Eighth grade
Core
Standards Language: All Language: All Language: All
Preparation • Copies of Middle School Mentor Sentences Reference Pages
• Copies of Grammar Reference Pages
Digital • Middle School Mentor Sentence and Grammar Reference Pages:
Preparation https://docs.google.com/presentation/d/1NcxzhscylQaAyMCYiD0LSo9F_4AvoBImUF2d6gYNGNs/copy?usp=share_link

• Pre-Lessons Student Mentor Sentence Pages and Interactive Lessons:

https://docs.google.com/presentation/d/1ELtBeMQhSMeXI62rh0nXiez0tHKcdvs20zFN67Sk-Xw/copy?usp=sharing

• Pre-Lessons Teacher Mentor Sentence and Interactive Notes Keys:

https://docs.google.com/presentation/d/1FA69RvxElxtiTuu8_YE3pMA-WpvD7dGjQ-Gt6RSSUw0/copy?usp=sharing

Learning 1. Today isn’t so much of a lesson as it is getting students prepped to be

Period able to do mentor sentences. The resources and prep today will set
students up for success when you dive into mentor sentences after the
following pre-lessons.
2. For this lesson, you will need to decide if students will have a binder, use
composition notebooks, or be 100% digital for everything.
1. No matter what you decide, I would be consistent with your choice.
If students will be 100% digital then assign the digital versions of each.
If students will be using composition notebooks, you will need copies of:
1. Composition notebook sized daily activity breakdown (after this lesson).
2. Composition notebook sized Monday Musings pages (after this lesson).
3. Grammar reference pages (found in a separate file). NOTE: There is a
separate PDF file in the Pre-Lessons folders called Grammar Notebook
Tabs Reference Pages. This file has five different versions of grammar
reference pages.
• My preference is to create 5-6 grammar reference booklets and
have them at each table group. Students can use them as needed.
• You can have students each make their own booklets.
• I’ve also had students glue the no-tabs options into their notebooks,
so everything was in one place.

©martina cahill-the hungry teacher

Learning If students will be using binders, you will need copies of:
Period 1. Binder-sized daily activity breakdown (after this lesson).
2. Binder-sized Monday Musings pages (after this lesson).
3. Binder-sized grammar reference pages (found in a separate file).
• NOTE: There is a separate PDF file in the Pre-Lessons folders
called Grammar Reference Sheets. The pages in this file can be
copied and hole punched for students to put into their binders.

learning period:
1. Simply hand out the composition-sized or binder-sized pages and
have students cut and glue the materials into their notebooks or
hole-punch the pages and put them in their binders.
2. If you’re making the grammar booklets, have students create the
booklets and stick them into their notebooks or binder pockets.
3. Tell students that you will be teaching some pre-lessons over the next
couple of days about some of the concepts on the grammar
reference pages.
4. This is because in a few days they will start Mentor Sentences in your
class, and you will ask them to look at a new sentence each week.
When they see that sentence, they will be asked to:
• Make notes of things they notice (the Monday Musings page
will help them).
• Label the parts of speech (the grammar reference pages and
lessons will help them).
• Change and create their own sentences using new grammar
skills (the daily activity breakdown explains each day and the
weekly lessons will help them with this as well).
5. Once students have all their materials glued in or placed in their
binders, you can move on to pre-lesson one or wrap up for the day
and tell them you’ll start the real grammar lessons tomorrow.

©martina cahill-the hungry teacher

composition notebook sized to
be cut and glued into student
composition notebooks

©martina cahill-the hungry teacher

 MONDAY MUSINGS
Students write down what they notice
about the mentor sentence students
and teacher label the entire sentence.

Teacher Tuesday
The teacher explicitly teaches the
grammar focus.

Wednesday work-it
Students do some practice work with
the grammar skill. Students change
the sentence in some way that
focuses on the new grammar skill.

Thinking Thursday
Students Think of their own sentence
that uses the Grammar Skills.

Final Friday
Students are assessed on the
mentor sentence and/or write a
paragraph that uses the new
grammar skills.
MONDAY WHAT ARE SOME THINGS I CAN
musings NOTICE IN THE MENTOR SENTENCE?

1 TYPE OF SENTENCE:
Is the sentence simple, compound, complex, or compound-complex?

PARTS OF SPEECH:
2 What do you notice about nouns, verbs, adjectives, adverbs,
prepositions, etc.?

PUNCTUATION:

3 What type of sentence is it, based on the punctuation? What is the

purpose of the periods, commas, exclamation points, question marks,
parentheses, quotation marks, colons, semi-colons, etc.?

FIGURATIVE LANGUAGE:
Do you notice any similes, metaphors, hyperboles, allusions,
4 alliterations, onomatopoeias, personification, or idioms in the
sentence? What is their literal meaning and what is their purpose in the
sentence?

ROOT WORDS AND AFFIXES:

5 Do you notice any Greek or Latin roots? Do you notice any affixes?
What are the meanings?

CAPITALIZATION:

6 What do you notice about capitalization? Why did the author

capitalize the words or phrases they capitalized?

HOMOPHONES, HOMONYMS, HOMOGRAPHS, HETEROGRAPHS,

HETERONYMS, SYNONYMS, ANTONYMS:

7 notice any words that have the same spelling as other words, but can
have different meanings? Words that are spelled different than other
words, but sound the same? Words that are spelled the same, but
pronounced differently because of context?

WORD CHOICE OR AUTHOR’S CRAFT:

8 Does the author have strong or weak word choice? Why did they use
those words? Do they have a specific craft that is unique about their
writings?
 MONDAY MUSINGS
Students write down what they notice
about the mentor sentence students
and teacher label the entire sentence.

Teacher Tuesday
The teacher explicitly teaches the
grammar focus.

Wednesday work-it
Students do some practice work with
the grammar skill. Students change
the sentence in some way that
focuses on the new grammar skill.

Thinking Thursday
Students Think of their own sentence
that uses the Grammar Skills.

Final Friday
Students are assessed on the mentor
sentence and/or write a paragraph that
uses the new grammar skills.
 WHAT ARE SOME THINGS I CAN
musings NOTICE IN THE MENTOR SENTENCE?

1 TYPE OF SENTENCE:
Is the sentence simple, compound, complex, or compound-complex?

PARTS OF SPEECH:
2 What do you notice about nouns, verbs, adjectives, adverbs,
prepositions, etc.?

PUNCTUATION:
3 What type of sentence is it, based on the punctuation? What is the
purpose of the periods, commas, exclamation points, question marks,
parentheses, quotation marks, colons, semi-colons, etc.?

FIGURATIVE LANGUAGE:
4 Do you notice any similes, metaphors, hyperboles, allusions,
alliterations, onomatopoeias, personification, or idioms in the
sentence? What is their literal meaning and what is their purpose in
the sentence?

ROOT WORDS AND AFFIXES:

5 Do you notice any Greek or Latin roots? Do you notice any affixes?
What are the meanings?

CAPITALIZATION:
6 What do you notice about capitalization? Why did the author
capitalize the words or phrases they capitalized?

HOMOPHONES, HOMONYMS, HOMOGRAPHS, HETEROGRAPHS,

7 HETERONYMS, SYNONYMS, ANTONYMS:

notice any words that have the same spelling as other words, but can
have different meanings? Words that are spelled different than other
words, but sound the same? Words that are spelled the same, but
pronounced differently because of context?

WORD CHOICE OR AUTHOR’S CRAFT:

8 Does the author have strong or weak word choice? Why did they use
those words? Do they have a specific craft that is unique about their
writings?
binder-sized to be hole-
punched and put into
student binders

©martina cahill-the hungry teacher

 MONDAY MUSINGS
Students write down what they notice
about the mentor sentence students
and teacher label the entire sentence.

Teacher Tuesday
The teacher explicitly teaches the
grammar focus.

Wednesday work-it
Students do some practice work with
the grammar skill. Students change
the sentence in some way that
focuses on the new grammar skill.

Thinking Thursday
Students Think of their own sentence
that uses the Grammar Skills.

Final Friday
Students are assessed on the
mentor sentence and/or write a
paragraph that uses the new
grammar skills.
MONDAY WHAT ARE SOME THINGS I CAN
musings NOTICE IN THE MENTOR SENTENCE?

1 TYPE OF SENTENCE:
Is the sentence simple, compound, complex, or compound-complex?

PARTS OF SPEECH:
2 What do you notice about nouns, verbs, adjectives, adverbs,
prepositions, etc.?

PUNCTUATION:

3 What type of sentence is it, based on the punctuation? What is the

purpose of the periods, commas, exclamation points, question marks,
parentheses, quotation marks, colons, semi-colons, etc.?

FIGURATIVE LANGUAGE:
4 Do you notice any similes, metaphors, hyperboles, allusions, alliterations,
onomatopoeias, personification, or idioms in the sentence? What is their
literal meaning and what is their purpose in the sentence?

ROOT WORDS AND AFFIXES:

5 Do you notice any Greek or Latin roots? Do you notice any affixes?
What are the meanings?

CAPITALIZATION:

6 What do you notice about capitalization? Why did the author

capitalize the words or phrases they capitalized?

HOMOPHONES, HOMONYMS, HOMOGRAPHS, HETEROGRAPHS,

HETERONYMS, SYNONYMS, ANTONYMS:
7 notice any words that have the same spelling as other words, but can
have different meanings? Words that are spelled different than other
words, but sound the same? Words that are spelled the same, but
pronounced differently because of context?

WORD CHOICE OR AUTHOR’S CRAFT:

8 Does the author have strong or weak word choice? Why did they use
those words? Do they have a specific craft that is unique about their
writings?
 MONDAY MUSINGS
Students write down what they notice
about the mentor sentence students and
teacher label the entire sentence.

Teacher Tuesday
The teacher explicitly teaches the
grammar focus.

Wednesday work-it
Students do some practice work
with the grammar skill. Students
change the sentence in some way
that focuses on the new grammar
skill.

Thinking Thursday
Students Think of their own sentence
that uses the Grammar Skills.

Final Friday
Students are assessed on the mentor
sentence and/or write a paragraph
that uses the new grammar skills.
 WHAT ARE SOME THINGS I CAN

musings NOTICE IN THE MENTOR SENTENCE?

1 TYPE OF SENTENCE:
Is the sentence simple, compound, complex, or compound-complex?

PARTS OF SPEECH:
2 What do you notice about nouns, verbs, adjectives, adverbs,
prepositions, etc.?

PUNCTUATION:

3 What type of sentence is it, based on the punctuation? What is the

purpose of the periods, commas, exclamation points, question marks,
parentheses, quotation marks, colons, semi-colons, etc.?

FIGURATIVE LANGUAGE:
4 Do you notice any similes, metaphors, hyperboles, allusions, alliterations,
onomatopoeias, personification, or idioms in the sentence? What is their
literal meaning and what is their purpose in the sentence?

ROOT WORDS AND AFFIXES:

5 Do you notice any Greek or Latin roots? Do you notice any affixes?
What are the meanings?

CAPITALIZATION:
6 What do you notice about capitalization? Why did the author
capitalize the words or phrases they capitalized?

HOMOPHONES, HOMONYMS, HOMOGRAPHS, HETEROGRAPHS,

7 HETERONYMS, SYNONYMS, ANTONYMS:
notice any words that have the same spelling as other words, but can
have different meanings? Words that are spelled different than other
words, but sound the same? Words that are spelled the same, but
pronounced differently because of context?

WORD CHOICE OR AUTHOR’S CRAFT:

8 Does the author have strong or weak word choice? Why did they use
those words? Do they have a specific craft that is unique about their
writings?
Pre-Lesson one: parts of speech
Common Core Sixth grade Seventh grade Eighth grade
Standards
Language: L.1, L.2, L.4c Language: L.1, L.2, L.4c Language: L.1, L.2, L.4c

Preparation • Copies of Student Interactive Notebook Pages or Quick Notes Version

• Slides for Lesson: Parts of Speech

Digital • Pre-Lessons Student Mentor Sentence Pages and Interactive Lessons:

Preparation https://docs.google.com/presentation/d/1ELtBeMQhSMeXI62rh0nXiez0tHKcdvs20zFN67Sk-Xw/copy?usp=sharing
• Pre-Lessons Teacher Mentor Sentence and Interactive Notes Keys:
https://docs.google.com/presentation/d/1FA69RvxElxtiTuu8_YE3pMA-WpvD7dGjQ-Gt6RSSUw0/copy?usp=sharing

• Parts of Speech Lesson Slides and Practice:

https://docs.google.com/presentation/d/1H3oSx6gVEnoqXEZf03OF0VpFdW9GtallmKYlHODBFEU/copy?usp=sharing

Video Video Link Disclaimer: I do my best to keep links updated, but I can not guarantee they will work if the creator
changes the link. I include the title and author so you can search the video in the event the link does not work.
Link(s)
• The Eight Parts of Speech | Eight Parts of Speech Review | Jack
Hartmann: https://www.youtube.com/watch?v=c3yJhw7R3fI
• The Parts of Speech Rap Song:
https://www.youtube.com/watch?v=UNFPzUyHVOw

Learning
Period learning period:
1. This learning period in the pre-lessons will look different than the rest of
the weeks. These pre-lessons are meant to be done before you dive
into mentor sentences.
2. When you start mentor sentences, students will be asked to make their
own Monday Musings as well as label the parts of speech each week.
They will also be asked to make the Mentor Sentence “better,” as well
as use the new grammar skill to create their own sentence that week.
3. These first three lessons will give them a starting point and background
knowledge, so they don’t feel stuck each week.
4. Explain that they’re going to learn about the parts of speech, the types
of sentences (based on structure), figurative language, and types of
phrases.
5. Today you’re going to start by teaching them the parts of speech so
they can reference them all year long.

©martina cahill-the hungry teacher

Learning Grammar lesson: The Parts of Speech
Period 1. Hand out the interactive notebook or quick notes pages or assign
the digital version of the lessons.
2. Explain to students that you’re going to teach them the parts of
speech.
3. Explain that this is a grammar concept they can use when
completing the Monday Musings moving forward as well as help
them as they start labeling the parts of speech each week.
4. Optional: Show the video(s) about the parts of speech. While
showing the video, you could have students try to fill out the
interactive notebook pages themselves.
5. Display the lesson slides on the parts of speech and have students
take notes and/or have them go over the definitions and examples.
If you’re short on time, have students glue in or hole-punch in one of
the quick-note versions of the notes.

©martina cahill-the hungry teacher

PARTS OFSPEECH
Definition: Person, place, thing, or idea
noun Example: pen, dog, Landon, Colorado
Definition: An action or state of being
Verb Example: un, sing, (to) be
Definition: Describes a verb, adjective or
adverb other adverb
Example: quickly, stealthily, slowly
adjectives Definition: Describes a noun
Example: good, big, small, interesting
pronouns Definition: Replaces noun
Example: he, she, they, we
conjunctions Definition: Words that join clauses,
sentences, or words
Example: for, and, but, nor, or, yet, so
prepositions Definition: Links a noun to another word
Example: to, at, after, on
interjections Definition: Short exclamation, sometimes
inserted into a sentence
Example: oh! Ouch!
martina cahill- the hungry teacher

quick notes: glue in or hole punch into binder

PARTS OFSPEECH
Definition:
noun
Example:

Definition:

Verb Example:

Definition:
adverb
Example:

adjectives Definition:

Example:

pronouns Definition:

Example:

conjunctions Definition:

Example:

prepositions Definition:

Example:

interjections Definition:

Example:

martina cahill- the hungry teacher

quick notes: glue in or hole-punch into binder and take notes

Pre-lesson

ONE Parts of speech

verbs
nouns
adverbs
adjectives
pronouns
conjunctions
prepositions
interjections
©martina cahill-the hungry teacher
Pre-lesson
PARTS OF SPEECH EXAMPLE
ONE

©martina cahill-the hungry teacher

Pre-lesson
PARTS OF SPEECH EXAMPLE
ONE

©martina cahill-the hungry teacher

Pre-Lesson two: types of sentences
Common Core Sixth grade Seventh grade Eighth grade
Standards
Language: L.5a Language: L.1, L.1a, L.1b Language: L.1
Preparation • Copies of Student Interactive Notebook Pages or Quick Notes Version
• Slides for Lesson: Types of Sentences

Digital • Pre-Lessons Student Mentor Sentence Pages and Interactive Lessons:

Preparation https://docs.google.com/presentation/d/1ELtBeMQhSMeXI62rh0nXiez0tHKcdvs20zFN67Sk-Xw/copy?usp=sharing

• Pre-Lessons Teacher Mentor Sentence and Interactive Notes Keys:

https://docs.google.com/presentation/d/1FA69RvxElxtiTuu8_YE3pMA-WpvD7dGjQ-Gt6RSSUw0/copy?usp=sharing

• Types of Sentences Teacher Lesson Slides and Practice:

https://docs.google.com/presentation/d/1fwWu8OA41vKkg0e1_vYuxWiq3qE9jC5546irZaiTlhk/copy?usp=sharing
Video Link Disclaimer: I do my best to keep links updated, but I can not guarantee they will work if the creator
Video changes the link. I include the title and author so you can search the video in the event the link does not work.
Link(s) • Video 1: Four sentence types by Learning easy English. This video includes
excellent examples and a short quiz at the end!
https://www.youtube.com/watch?v=Z0bZ8wNfuYA
• Video 2: Simple, Compound, Complex Sentences | Learning English by
Easy Teaching https://www.youtube.com/watch?v=smgyeUomfyA

Learning
learning period:
Period
1. Explain to students that they’re going to learn about the four types of
sentences based on the structure of the sentences.
Grammar lesson: The Four Types of Sentences: Structure
1. Hand out the interactive notebook or quick notes pages or assign the
digital version of the lessons.
2. Explain that this is a grammar concept they can use when completing the
Monday Musings moving forward as well as help them as they start taking
note of grammar concepts each week.
3. Optional: Show the video(s) about the sentence types. While showing the
video(s), you could have students try to fill out the interactive notebook
pages themselves.
4. Display the lesson slides on the four types of sentences, and have students
take notes and/or have them go over the definitions and examples. If
you’re short on time, have students glue in or hole-punch in one of the
quick-note versions of the notes.
©martina cahill-the hungry teacher
The four types of sentences- structure
Definition: a sentence consisting of only one clause,
Simple with a single subject and predicate
Sentence Example: I cannot drink hot coffee.
Compound Definition: a sentence with more than one subject or
predicate.
Sentence
Example: I am counting my calories, yet I really want
dessert.

Complex Definition: a sentence containing a subordinate clause or

clauses
Sentence
Example: Though he was very rich, he was still very
unhappy

Compound- Definition: a sentence having two or more coordinate

independent clauses and one or more dependent clauses.
Complex
Example: I will get to watch television, but first, I have to
Sentence clean up the dishes after we finish eating.

quick notes: cut in half, share half with a partner, and glue in
The four types of sentences- structure
Definition: a sentence consisting of only one clause,
Simple with a single subject and predicate
Sentence Example: I cannot drink hot coffee.
Compound Definition: a sentence with more than one subject or
predicate.
Sentence
Example: I am counting my calories, yet I really want
dessert.

Complex Definition: a sentence containing a subordinate clause or

clauses
Sentence
Example: Though he was very rich, he was still very
unhappy

Compound- Definition: a sentence having two or more coordinate

independent clauses and one or more dependent clauses.
Complex
Example: I will get to watch television, but first, I have to
Sentence clean up the dishes after we finish eating.
The four types of sentences- structure
Definition:
Simple
Example:
Sentence

Compound Definition:
Sentence Example:

Complex Definition:

Sentence Example:

Compound- Definition:

quick notes: cut in half, share half with a partner, glue in, and take notes
Complex Example:
Sentence

The four types of sentences- structure

Definition:
Simple
Example:
Sentence

Compound Definition:
Sentence Example:

Complex Definition:

Sentence Example:

Compound- Definition:
Complex Example:
Sentence
The four types of sentences- structure
Simple Definition: a sentence consisting of
Sentence only one clause,
with a single subject and predicate

Example: I cannot drink hot coffee.

Compound Definition: a sentence with more than
Sentence one subject or predicate.

Example: I am counting my calories,

yet I really want dessert.

Complex Definition: a sentence containing a

Sentence subordinate clause or clauses

Example: Though he was very rich, he

was still very unhappy

Compound- Definition: a sentence having two or

Complex more coordinate independent clauses
Sentence and one or more dependent clauses.

Example: I will get to watch television,

but first, I have to clean up the
dishes after we finish eating.

quick notes: hole punch and put into binder

The four types of sentences- structure
Simple Definition:
Sentence

Example:

Compound Definition:
Sentence

Example:

Complex Definition:
Sentence

Example:

Compound- Definition:
Complex
Sentence

Example:

quick notes: hole punch and put into binder and take notes
Pre-lesson

TWO
Simple sentence

Compound Sentence
complex Sentence

Compound-complex Sentence

Independent dependent
clause clause
©martina cahill-the hungry teacher
Pre-lesson
TYPES OF SENTENCES EXAMPLE
TWO NOTE: Leave the notes under independent and dependent
clause blank for now. This will be completed in the week one
lesson plans. Have students cut and and glue them in for now.

©martina cahill-the hungry teacher

Pre-lesson
TYPES OF SENTENCES EXAMPLE
TWO NOTE: Leave the notes under independent and dependent
clause blank for now. This will be completed in the week one
lesson plans. Have students cut and and glue them in for now.

©martina cahill-the hungry teacher

Pre-Lesson three: figurative language
Common Core
Standards
Sixth grade Seventh grade Eighth grade
Language: L.5a Language: L.5a Language: L.5a
Preparation • Copies of Student Interactive Notebook Pages or Quick Notes Version
• Slides for Lesson: Figurative Language

Digital • Pre-Lessons Student Mentor Sentence Pages and Interactive Lessons:

Preparation https://docs.google.com/presentation/d/1ELtBeMQhSMeXI62rh0nXiez0tHKcdvs20zFN67Sk-Xw/copy?usp=sharing

• Pre-Lessons Teacher Mentor Sentence and Interactive Notes Keys:

https://docs.google.com/presentation/d/1FA69RvxElxtiTuu8_YE3pMA-WpvD7dGjQ-Gt6RSSUw0/copy?usp=sharing

• Figurative Language Teacher Lesson Slides and Practice:

https://docs.google.com/presentation/d/1J6ynOR-Urcd1eCmQrsdojunJqjyDvLnTDJUAGkH97Jw/copy?usp=sharing
Video Link Disclaimer: I do my best to keep links updated, but I can not guarantee they will work if the creator
Video changes the link. I include the title and author so you can search the video in the event the link does not work.
Link(s) • Video 1: Figurative Language Vocabulary, Purpose, and Examples by
Teaching Intentionally- 10-minute video overview of figurative language
https://www.youtube.com/watch?v=Ae0B1E3BQFU
• Video 2: Figurative Language - Songs of 2020 by Lisa Posada
https://www.youtube.com/watch?v=mxT-57AhQZg

Learning
learning period:
Period
1. Explain to students that they’re going to learn about the eight different
types of figurative language.
Grammar lesson: Figurative Language
1. Hand out the interactive notebook or quick notes pages or assign the
digital version of the lessons.
2. Explain that this is a grammar concept they can use when completing the
Monday Musings moving forward as well as help them as they start taking
note of grammar concepts each week.
3. Optional: Show the video(s) about figurative language. While showing the
video(s), you could have students try to fill out the interactive notebook
pages themselves.
4. Display the lesson slides on figurative language, and have students take
notes and/or have them go over the definitions and examples. If you’re
short on time, have students glue in or hole-punch in one of the quick-note
versions of the notes.
©martina cahill-the hungry teacher
 s
Definition: Compares two unlike things using “like” or “as.”
Simile Example: “Myra's head is as empty as a flower pot.”

Definition: Comparing two things that are not alike to

Metaphor suggest they have something in common.
Example: “It was said that Green Lake was ”Heaven on
earth" and Miss Katherine's peaches were "food for the
angels.”
Definition: an exaggeration that can’t possibly be true.
Hyperbole
Example: “Mama was crying, and the rain made it seem
as if the whole world was crying.”

Alliteration Definition: The repetition of beginning consonant sounds in

two or more neighboring words or syllables.
Example: Peter Piper Picked a peck of pickled peppers.
Onomatopoeia Definition: Naming a thing or an action by imitating the
sound associated with it.
Example: ”Boom” or “buzz.”
Personification Definition: Giving something unhuman, actual human
qualities.
Example: “The plane went into a glide, a very fast glide
that ate altitude, and suddenly there weren't any lakes.”
Definition: An expression of two or more words that means
Idioms something other than the actual or literal meaning.
Example: "I go, 'You must have ants in your pants,' and he
gets this funny look.
Definition: An allusion is a figure of speech that makes a
Allusion reference to a place, person, or event.
Example: “Don’t act like a Romeo in front of her.” –
“Romeo” is a reference to Shakespeare’s Romeo.
Definition: a proverb or short statement expressing a
Adage general truth.
Example: "Slow and steady wins the race."
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 s
Definition: Comparing two things
Definition: Compares

allusion metaphor
that are not alike to suggest they
two unlike things have something in common.
using “like” or “as.”
simile

Example: “It was

said that Green
Example: “Myra's Lake was ”Heaven
head is as empty on earth" and Miss
Katherine's peaches
as a flower pot.”
were food for the
-Holes by Louis Sachar angels.” -Holes

Definition: an Definition: An allusion is

a figure of speech that
alliteration hyperbole

exaggeration that can’t

possibly be true. makes a reference to a
place, person, or event.
Example: “Mama was
Example: “Don’t
crying, and the rain
act like a Romeo
made it seem as if the
in front of her.” –
whole world was “Romeo” is a
crying.” reference to
–Number the Stars Shakespeare’s
Romeo and Juliet
Definition: The repetition of
personification

Definition: Giving
beginning consonant sounds in two something unhuman,
or more neighboring words or actual human
syllables. qualities.

Example: The worm worked its way Example: “The plane

up the warm path. went into a glide, a
very fast glide that ate
altitude, and suddenly
there weren't any
lakes.” -Hatchet
Definition: the expression of one's Definition: An expression of two
meaning by using language that or more words that means
normally signifies the opposite. something other than the a
idiom
irony

ctual or literal meaning.

Example: With a smile one her face
and after her son took first place in Example: After
the race she the math test
said. ”You was so easy,
were like a Hannah told
snail out Jojo, “That test
there.” was a piece of cake.”
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 s
Definition:
Simile Example:

Definition:
Metaphor
Example:

Definition:
Hyperbole
Example:

Alliteration Definition:

Example:

Onomatopoeia Definition:

Example:

Personification Definition:

Example:

Definition:
Idioms
Example:

Definition:
Allusion
Example:

Definition:
Adage
Example:
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Definition:
Simile Example:

Definition:
Metaphor
Example:

Definition:
Hyperbole
Example:

Alliteration Definition:

Example:

Onomatopoeia Definition:

Example:

Personification Definition:

Example:

Definition:
Idioms
Example:

Definition:
Allusion
Example:

Definition:
Adage
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Example:

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Pre-lesson
THREE FIGURATIVE LANGUAGE

hyperbole
personification
simile
metaphor
allusion
idiom
alliteration
irony
©martina cahill-the hungry teacher
Pre-lesson
FIGURATIVE LANGUAGE EXAMPLE
THREE

©martina cahill-the hungry teacher

Pre-lesson
FIGURATIVE LANGUAGE EXAMPLE
THREE

©martina cahill-the hungry teacher

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