Literary Terms (Part I)

Grade 7 · English

Semester 2 | Period 6 | Week 34

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Subject: English

Semester: 2

Period: 6

Week: 34

School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 7
Date:
Lesson Duration: 45 minutes
Week & Period: Week 34, Period 6
Topic: Literary Terms (Part I)
Sub-topic: Simile, Metaphor, Personification, Euphemism

Learning Objectives
By the end of the lesson, students should be able to:

  1. Define and identify common literary devices (simile, metaphor, personification, euphemism).
  2. Use these literary devices in sentences and short paragraphs.
  3. Recognize these devices in poetry and prose passages.

Previous Knowledge
Students already know:
• Basic sentence and paragraph construction.
• Elements of prose and poetry (paragraphs, characters, plot).

Instructional Materials
• Textbook: English Language textbooks for Grade 7
• Teaching aids: Sample sentences and short poems, flashcards, chalkboard/marker board
• Students’ notebooks and writing materials

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask:
• Can anyone tell me what it means when we say “Life is a rollercoaster”?
• Have you heard a sentence like “The wind whispered through the trees”?
The teacher will record responses on the board and prompt discussion.
Teacher’s Role: Activate prior knowledge, guide discussion on figurative language.
Learner’s Role:
• Share examples they know from stories, poems, or songs.
• Participate in verbal discussion.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role (Expanded & Detailed):

  1. Explain and Define Each Device with Examples:
  • Simile – A comparison using “like” or “as.”
    • Examples:
      • “Her smile was as bright as the sun.”
      • “The boy ran like a cheetah.”
      • “The classroom was as hot as an oven.”
  • Metaphor – A direct comparison without “like” or “as.”
    • Examples:
      • “Time is a thief.”
      • “He has a heart of stone.”
      • “The classroom was an oven.”
  • Personification – Giving human qualities to non-human things.
    • Examples:
      • “The leaves danced in the wind.”
      • “The sun smiled down on us.”
      • “The angry storm shouted across the sea.”
  • Euphemism – A polite or indirect word used instead of a harsh one.
    • Examples:
      • “He passed away” (instead of “he died”).
      • “She was let go from her job” (instead of “fired”).
      • “They live in a correctional facility” (instead of “prison”).

 

  1. Connect to African/Liberian Literature:
  • From Liberian/African poetry or sayings:
    • Simile: “The warrior was as brave as a lion.”
    • Metaphor: “Africa is the cradle of mankind.”
    • Personification: “The drums speak to the people.”
    • Euphemism: “The elder has joined the ancestors.”

 

  1. Demonstrate Sentence Construction Together (Model Writing):
  • Start with a plain idea: “The child was very hungry.”
    • Simile: “The child was as hungry as a wolf.”
    • Metaphor: “The child was a bottomless pit.”
    • Personification: “The child’s stomach cried loudly.”
    • Euphemism: “The child had nothing to eat.” (instead of ‘the child starved’).
  • Show how these devices make writing vivid and emotional.

 

Learners’ Activities (Expanded & Practical):

  1. Identification Practice:
    • Teacher provides 3–5 sample sentences and students underline the literary device used.
      • Example: “The wind whispered secrets to the trees.” (Personification)
      • “Life is a journey.” (Metaphor)
      • “He fought like a lion.” (Simile)
      • “She has gone to a better place.” (Euphemism)
  1. Sentence Creation:
    • Students write 2 sentences for each device (2 similes, 2 metaphors, 2 personifications, 2 euphemisms).
    • Example student output:
      • Simile: “The girl was as quiet as a mouse.”
      • Metaphor: “My father is a rock in the family.”
      • Personification: “The fire danced in the dark.”
      • Euphemism: “The soldier fell in battle.”
  1. Paragraph Writing:
    • Students compose a short paragraph (5–6 sentences) combining at least one simile, one metaphor, and one personification.
    • Example:
      “The journey was as long as a river (simile). My heart was a drum beating with fear (metaphor). The moon followed us on the dusty path (personification). We knew our struggles would end soon, but we spoke of it in whispers, saying our troubles would pass away (euphemism).”

 

Assessment Checks (Expanded):

  • Observation: Teacher checks students’ written sentences for correct use of devices.
  • Oral Questions:
    • “Which sentence uses a simile?”
    • “What is being personified here: The stars winked at us?”
    • “What does the euphemism ‘joined the ancestors’ mean?”
  • Mini-Quiz Option: Give 4 sentences and ask students to label them (simile, metaphor, personification, euphemism).

 

Notes (Expanded & Detailed):

  • Similes and metaphors enrich descriptions and make writing more creative.
  • Personification makes writing lively and relatable by giving human traits to objects or nature.
  • Euphemisms soften harsh ideas, making language more polite and culturally sensitive.
  • Recognizing literary devices improves poetry analysis, story comprehension, and expressive writing.
  • These skills connect directly to African oral traditions where proverbs, idioms, and imagery are common.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• Teacher asks learners to give one example of each literary device learned today.
Evaluation Method (Expanded):
• Exit slip/quiz:

  1. Identify the literary device: “The classroom was a zoo.”
  2. Write a sentence using a euphemism.
    Teacher collects responses and provides oral feedback.

Assignment (Expanded):
• Read a short poem or passage provided by the teacher. Highlight and label similes, metaphors, personification, and euphemisms.
• Write a 6–8 sentence paragraph using at least 3 of these literary devices.
Follow-up Activity:
• Peer sharing: Students exchange paragraphs and underline literary devices used.

Differentiation / Inclusive Strategies
• Struggling Learners: Provide a list of sentences and ask them to identify devices first, then create sentences.
• Advanced Learners: Encourage creating more complex sentences and mixing devices in a paragraph.
• Students with Disabilities: Use visual aids, guided examples, and peer support.

Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low