Assessment Conditioning Exercises (ACE)
Reading
Grade: High School
Activity Number: 1
Activity Title: Figurative Language Scavenger Hunt
Standard #1: The student reads and comprehends text across the curriculum.
Benchmark #3: The student expands vocabulary.
Indicator #4: The student identifies, interprets, and analyzes the use of figurative language,
including similes, metaphors, analogies, hyperbole, onomatopoeia, personification, idioms,
imagery, and symbolism.
Time Needed: Three to five15-20 minute sessions
Resources Required:
1. Enough copies of the Figurative Language handout (attached) for each student in class
2. One set of figurative language cards (printed from the handout onto card stock and cut into
cards)
3. One newspaper, poetry book, or copy of Where the Red Fern Grows by Wilson Rawls, for
each pair of students
Activity:
Day 1:
 Pair the students, passing out a copy of the Figurative Language; S1.B3.I4 to each
student. (ask the students to hold onto these for tomorrow’s activity)
 Go over the meanings together as a class, asking the student pairs to help generate an
example of each of the nine types of figurative language.
 Allow student pairs a few minutes to review if time allows.
Day 2 - 5:
 Shuffle the nine figurative language cards, placing them in a stack face down on your
desk.
 Conduct a quick review of the nine figurative language types, having the students give an
example or meaning of each as you draw a card from the stack.
 Arrange the class into groups of 3 or 4, asking the group to designate a team leader.
 Pass out a newspaper, poetry book, or copy of Where the Red Fern Grows to each pair of
students in the class.
 Draw a card from the stack, read the title aloud, allow each team 3-5 minutes to find an
example in their reading material. (You may opt to allow them to use the figurative
language handout from yesterday.)
 When students locate examples, they notify their team leader.
 Team leaders are the only ones allowed out of their seats to show their samples to the
teacher.
o Award 10 points for each correct answer.
o Deduct 5 points for each incorrect answer.
o The team with the most points at the end of the game wins! (Alternative: record
the class points on the board: Hour 1=25 points; Hour 2=40 points)
o Prize ideas: post results (award style) outside classroom, extra credit points for
winning class, etc. (be creative)
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Assessment Conditioning Exercises (ACE)
Reading
Simile
Metaphor
Analogy
A comparison of two
unlike objects or
concepts, generally
using words such as like
or as.
A figure of speech in
which two unlike objects
or concepts are compared
without using like or as.
A comparison of two or more
similar objects or concepts in
which it is implied that since
these objects or concepts are
alike in some respects, they
must be alike in other ways as
well.
Hyperbole
Onomatopoeia
Personification
An intentionally
exaggerated figure of
speech, such as I have
told you a million times.
Words of which the
sounds suggests meaning,
such as the words pow or
clank.
A metaphorical figure of
speech in which animals,
ideas, things, etc., are
represented as having
human qualities, such as
The sky cried great tears.
Idiom
Imagery
Symbolism
An expression that does not
mean what it literally says,
such as to have the upper
hand has nothing to do with
hands. They are peculiar to
a particular language and
cannot be interpreted
literally.
The process or result of
forming mental images while
reading or listening to a story,
perceiving, etc. The use of
language to create sensory
impressions such as the
imagery of the phrase such
sweet sorrow.
The use of one thing to
suggest something else:
specifically, the use of
symbols to represent
abstract ideas in concrete
ways, such as the Statue of
Liberty, American flag,
etc.
Figurative Language; S1.B3.I4
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1-800-728-1022