Students are directed to read the poem and explanation for "M is for Metaphor" and other labeled poems in R is for Rhyme, exposing them to metaphors in context. The "Poetry Techniques" activity defines metaphor and simile and asks students to create a metaphor or simile for given common objects. The "Things to Think About" prompts ask students to consider how figurative language affects a poem and the reader/listener.

The lesson prompts students to consider "How do figurative language and word patterns affect a poem and the reader/listener?" and includes a comprehension question asking students to explain the meaning of the lines "...Washington D.C. / the capital of our Nation / which stands for liberty," which requires interpretation of nonliteral language. Activity 2 asks students to record nouns and the adjectives that create "visual imagery," asking them to interpret descriptive language in context. These items ask students to think about and explain figurative or imagery-based language in poems.

Question #3 asks students to identify the metaphor in the poem "Kansas Boy," reminding them that a metaphor compares two unrelated things, and the provided answer identifies the cornfield as being compared to the sea. Students are directed to reread poems in the Great Lakes and Plains sections, which gives contextual text for locating and interpreting that metaphor. The material explicitly defines metaphor in the question prompt, prompting students to interpret figurative language in context.

Students are asked to reread "M is for Metaphor" and identify specific metaphors in the poem "March in New Mexico," completing prompts that map what is being compared. Students write three original metaphors on the Student Activity Page and illustrate them, practicing construction and recognition of metaphorical comparisons. The lesson includes a definition distinguishing simile (use of "like" or "as") from metaphor and asks students to identify words that create vivid images, which supports noticing figurative language in context.

Students are asked in Question #3 to record the simile in the poem "Skier," and the answer key provides the simile line for them to identify. Students are prompted in Question #4 to describe the vivid image a poem creates, which requires them to interpret language-based imagery. In Activity 3 students write a poem and create an illustration that reflects the poem's words and images, encouraging attention to figurative or image-rich language.

Students read and analyze two Robert Frost poems and are instructed to "look for literary techniques" when they analyze the poems. Students are given a Venn diagram activity that explicitly suggests comparing the "use of metaphor" and the "Ideas to Think About" prompt asks students to consider relationships and patterns among words in poetry.

The Skills section explicitly tells students to define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works. The "Things to Review" reminds students that figurative language, such as metaphors and personification, makes poems more effective. Parent prompts ask the child to explain illustrations and the words from poems that helped create them, which involves noticing how nonliteral language creates images.

Students are asked to find and record "figurative language phrases" from poetry in the Book of Poetry activity and to note items such as metaphors (the M is for Metaphor page). The Skills list explicitly includes defining figurative language (e.g., simile, metaphor) and identifying its use in literary works. Parent/teacher prompts ask students to read poems aloud and discuss their "use of figurative language," reinforcing attention to these devices.

Students are asked directly to "List a metaphor you found in this section of the book," prompting them to locate figurative language (Question #3). Students compare Jack's poem with Walter Dean Myers's poem and are guided to note simile differences (e.g., "like a bird loves to fly" vs. "like a rabbit loves to run") on the graphic organizer. The parent notes and activity guidance explicitly call attention to similes and metaphors when discussing similarities and differences between the poems.

Students finish reading Nadia's story and are asked to discuss the meaning of the line, "Inside of me there was a lot of best friendship that no one was using," with a suggested interpretation provided (She was lonely and wanted to share her friendship with others). The Questions to Discuss explicitly prompt students to explain the meaning of that figurative expression in context.

Students read a definition of idioms and use that definition to interpret nonliteral expressions from the text. Students match a list of idioms from the novel to their meanings on the activity page and then write two other idioms they have heard and interpret each one. Students practice translating idiomatic phrases (e.g., "stand on her own two feet," "don't have a leg to stand on") into literal meanings and check their answers against an answer key.

Students are asked in Activity 2 to explain what two things are being compared in similes and metaphors taken directly from the book (e.g., the staircase compared to DNA; citizenship compared to pizza; sounds compared to pulling puzzle pieces). The Metaphor and Simile student page gives these contextual examples and an answer key mapping each figurative phrase to its comparisons. Students are also required to write original similes and metaphors for characters and to include at least one simile or metaphor in a friendship paragraph, and parents are prompted to discuss each comparison with the child.

Students are explicitly asked to include at least one simile or metaphor in their invitation ("use at least one idiom in your invitation and one simile or metaphor"). The rubric lists "Use of similes or metaphors" as a criterion for the invitation, so students are evaluated on including them. The Parent Plan instructs caregivers to "Review examples of idioms, similes, and metaphors," which directs students to examine examples.

The lesson explicitly defines hyperbole as a figurative language technique in "Things to Know." Activity 3 directs students to find three examples of hyperbole in "Bess Call" and to create hyperboles related to each main character, and the Parent Plan lists specific hyperbolic lines from the text. Students also encounter comparative language (e.g., "as big as life," "broad as a Dutch barn") within the provided example lines that appear in the materials.

Students are given a Figures of Speech activity that asks them to translate three specific figures of speech taken from the story (e.g., "as easy as climbin' a greased pole...," "happy as a jay bird...," "as sour as week old buttermilk"). Option 2 requires students to write three figures of speech they have heard and use each one in a sentence or two that shows how the figure of speech is used in context. The Parent Plan Skills explicitly instruct students to define figurative language (including simile and metaphor) and identify its use in literary works, and the Parent Plan sections direct adults to check translations and discuss any phrases the student did not understand.

The lesson asks students to explain what John Henry meant when he said, "I've got a man's heart in here. All the machine has is a metal engine," which asks students to interpret a figurative comparison. An activity asks students to list three sentences that helped bring John Henry to life, prompting attention to the author's language choices. The skills section and parent notes prompt consideration of how language brings characters to life and enhances plot development.

Students are asked to interpret a figurative phrase in the comprehension question for "Sister Fox and Brother Coyote": "Sister Fox knew, '...brains could often get the better of brawn.' What does that mean? Do you agree? Why or why not?" Students also read texts that contain figurative/tall-tale language, for example the sentence in the Cowboy Capitalization paragraph: "Pecos Bill wrestled a Tornado during a terrible drought to bring rain to the land," which exposes students to hyperbolic figurative language in context.

The lesson explicitly notes that folktales "use a lot of hyperbole" and asks students to create a main character who accomplishes amazing feats, which requires producing exaggerated language. Students are asked to choose to write a legend, tall tale, or trickster tale—forms that commonly rely on figurative language and exaggeration. Activities direct students to brainstorm and record descriptive details for character and setting, which could include creating hyperbolic descriptions.

Students are directed to record the first sentence and identify that it is a simile, including a statement that a simile compares two things using "like" or "as." Students are asked to identify the two things being compared (German submarines and hungry sharks) and to explain why the author chose that comparison. Students also practice locating other strong opening sentences and writing their own hooks, which reinforces attention to figurative phrasing in openings.

Students read Chapters 5 and 6 of The Cay and answer comprehension questions that include interpreting a figurative phrase: Question #2 asks, "What did Phillip mean when he said, 'His [Timothy's] eyes were becoming mine'?" The provided answer explains the figurative meaning (Phillip depended on Timothy to describe everything because Phillip could not see), so students practice interpreting a metaphor in context.

Students read Chapters 13 and 14 of The Cay and answer comprehension questions that include the line describing the sea: "The sea fired like a rifle," which is presented as a direct quote in Question #5. The lesson asks students to describe characters' feelings and actions and to write sensory-based journal entries from Phillip's perspective, exposing students to descriptive language and at least one clear simile in context.

Students read or listen to Martin Luther King Jr.'s "I Have a Dream" speech and are asked to read part of it aloud. The Parent Plan includes a specific discussion question that asks students to interpret the line, "Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred," which requires interpreting a metaphor in context. The Skills list also asks students to "identify and interpret elements of fiction and nonfiction and support by referencing the text," which can include figurative language interpretation.

Students are prompted to explain the meaning of Dina's mother's line, "As much as you hate sewing, Dina, that's how much the needle and thread love you," in the Questions to Discuss section, which asks what the mother meant. The student activity pages list the term "imagery (p. 51)" on the picture-map vocabulary organizer, suggesting attention to figurative language and visual representation of word meaning.

The Skills section lists "Speculate and interpret in response to text" and "Answer different types and levels of questions such as open-ended, literal, and interpretative," supporting interpretive practice. Question #2 asks students to explain what Johann meant when he said, "Your eyes light up when you talk about making the hat," which requires interpreting figurative language in context. Several activities ask students to speculate about characters' feelings and motivations, providing additional opportunities to interpret implied meanings.

The lesson includes the phrase in the wrap-up, "America really is a land of opportunity," and a discussion prompt: "Some people have referred to America as the 'land of opportunity'. Why do you think they say this?" These prompts ask students to explain the meaning of that figurative phrase in context.

Students are asked to interpret Sam's line, "I knew how to make fire, and that was my weapon," with an answer explaining how the phrase functions metaphorically to describe a survival skill. Students complete a Forced Analogy activity in which they create comparisons and similes (examples: "Wilderness survival is like a pine tree; you have to be strong and sturdy." and "Wilderness survival is like a butterfly because... you feel small and fragile."). The Natural Root Words and other activities also prompt students to use words in sentences, supporting awareness of word choice in context.

Students are prompted to consider why Bando would have called Sam "Thoreau," and they read background on Henry David Thoreau to support that comparison. Parent-plan discussion questions ask students to explain how Sam and Thoreau are similar, which requires students to interpret the implied comparison (a metaphor) in context.

The personal narrative contains explicit figurative language such as the simile "my face felt as red as fire" and metaphorical imagery like "people's eyes were piercing me" and "colorless, lifeless women." Students are asked to read Kit's personal narrative aloud and to focus on "the words he chose to draw the reader in and make the experience exciting for the reader." Parent prompts instruct adults to "discuss the word choices he made that brought the story to life."

Students are asked in Question #2 to interpret the line "A man is loyal to the place he loves," requiring them to explain its meaning in context. Activity 2 (An Island Bird) directs students to identify a metaphor in a passage, compare the two things in the metaphor, and justify whether the comparison is effective. Activity 2 also asks students to list three ways Kit's experience parallels the Jamaican bird, prompting contextual analysis of the figurative comparison.

The lesson defines simile and personification in the "Things to Know" section and lists figurative language (including metaphor) in the Skills. Activity 1 provides a passage containing similes and personification and instructs students to underline the similes and circle the phrase with personification while noting sensory imagery. Students are prompted to paint a scene and write three descriptive sentences using figurative/descriptive language, and parents are asked to discuss the figurative techniques the child used.

Activity 2 presents the explicit simile that early movies felt "like seeing a dream come to life," and asks students to think of a dream and draw a scene inspired by that idea. Activity 6 asks students to write about the similarities between Hugo and Prometheus, prompting students to analyze parallels and symbolic connections between characters. The Prometheus myth reading (Activity 4) provides narrative material that could contain metaphorical language for students to consider while retelling the story.

Students read a paragraph that includes the phrase "her brother has to work like a man," which is a simile. Students are also asked a discussion question prompting interpretation of Snowshoe's remark: "Know many, trust few, always paddle your own canoe," which asks students to explain a figurative expression in context. These items provide at least two instances where students encounter and could talk about figurative language.

Students are given a definition of an idiom and instructed to match idioms from the text with their meanings on a student activity page. The parent plan and skills list explicitly indicate students will "apply knowledge of idioms to determine meanings" and "identify how language usages (e.g., sayings and expressions) reflect regions and cultures." Activities and wrap-up direct students to read idioms, connect each with literal meanings, and review idiom meanings.

Students are asked to interpret the meaning of quoted language in comprehension questions (QUESTION #1 asks what Denny and Sandy mean by, "We know you have a great mind and all, Mother, but you don't have much sense..."). The Wrapping Up section prompts students to explain what Meg means by, "I do face facts. They're a lot easier to face than people, I can tell you," which requires interpreting an idiomatic/figurative phrase in context. The reading question about Calvin—"He had a feeling that told him to go there"—contains a figurative expression (personification) present in the text for students to consider.

The lesson includes the explicit simile "Families are like systems" in the prompt and Ideas to Think About. Question 4 asks students to explain the function of each family member in Meg's family, which requires students to interpret how the simile applies to the characters. The Parent Plan also prompts discussion of the words and phrases the student used when explaining complex ideas, supporting interpretive talk about comparisons.

The lesson includes a quoted descriptive passage with figurative imagery (e.g., "wings made of rainbows, of light upon water, of poetry") and instructs students to underline the interesting words and phrases used to describe the creature. Students are then asked to illustrate the creature according to the author's description, requiring them to translate descriptive/figurative language into a visual representation. The lesson explicitly frames L'Engle as a master of imagery and directs student attention to the words and phrases that create images.

Students are asked to discuss why the author chose a brain to represent evil (Parent Plan discussion question), which prompts interpretation of a figurative representation. The wrapping-up prompt asking why Meg's father is in a transparent column invites students to interpret symbolic or figurative elements in context. Several comprehension and discussion questions require students to explain and interpret events and objects (e.g., the Thing as a brain), connecting text details to meaning.

Students are asked to read Chapter 12 and then discuss: "Why do you think Mrs. Whatsit compared the humans' lives to a sonnet?" This prompt requires students to explain a comparison and therefore interpret a figurative expression in context. The reading questions and discussion require students to explain why Meg was able to rescue Charles Wallace and to identify abstract qualities (e.g., "Love"), which support close reading of language in the chapter.