Dynamo Bunny

Focus question:

How does figurative language and imagery help us build deeper understanding of a text?

Learning Intention:

I am learning to examine the use of language features so that I can build a deeper understanding of the text.

Success Criteria:

• I can identify similes, metaphors and personification in a text.

• I can explain how imagery shapes the meaning of a text.

Essential knowledge:

For more information about specific word use, view The School Magazine’s video on Connotation, Imagery and Symbolungroup.

Vocabulary:

Draw a three-column chart on the board and leave the titles blank. Fill the chart as below.

Ask students if they can add an appropriate sentence to one of the columns. Go around the room, getting individual answers until students start to pick up on what the columns represent. When everyone’s offered an answer, have students name the headings for each of the columns. (Left: Simile, middle: Metaphor, right: Personification)

Ensure students understand the definitions for each of these language features.

Simile: Comparing two things using “like” or “as”

Metaphor: Comparing things by saying one thing is another thing (non-literal)

Personification: Giving human attributes to a non-human thing

Understanding text:

Read Dynamo Bunny or listen to the audio recording if you have a digital subscription. Have students make note of any similes, metaphors and instances of personification. Answers below.

Her pigtails jiggle like dangling ping-pong balls. (Simile)

My stomach flutters like bursting popcorn. (Simile)

I wake to sunshine throwing a striped pattern through the slats on my bedroom window. (Personification)

Disappointment hits me like a wrecking ball. (Simile)

A sudden thought hits me. (Metaphor)

A tsunami-wave of new hope surges through me. (Metaphor)

The pathetic little thing stares at me with eyes like marbles. (Simile)

Dylan explodes into laughter, (Metaphor)

…his shoulders shake like he is operating a jackhammer. (Simile)

An unexpected sensation melts over me like warm honey. (Simile)

As usual, he trembles like a leaf in the wind. (Simile)

My heart squishes into a tight ball. (Metaphor)

His tail whizzes around like a windmill in a gale. (Simile)

His claws scrabbling on the hard plastic sound like rain on a tin roof. (Simile)

Murmurs of surprise thrum through the crowd like the strumming of a guitar. (Simile)

Bunny is showing off. Bunny has attitude! (Personification)

He drops it at my feet like he’s brought me a present. (Simile)

My heart sings. (Metaphor)

…he has a lion’s heart. (Metaphor)

Note: Ensure students understand that phrases such as “This dog looks like a baby ferret.” is a comparison not a simile.

Creating text:

Sort students into pairs. Assign each pair a sentence or phrase and explain that they will become “experts” of that piece of text. Pairs discuss the meaning of their language feature, what things are being compared and how it helps enhance the meaning of the text. On a card or A4 paper, each pair writes out their answers and designs two illustrations – one to show the literal meaning, and one to show the language feature. Model the below example to scaffold the activity.

Sentence: “Her pigtails jiggle like dangling ping-pong balls.”

Language feature type: Simile

What is being compared: Pearl’s pigtails to ping-pong balls.

Why: To show that Pearl’s pigtails are small and round.

What this suggests: Her hair is quite short.

(First illustration is of a girl with little pigtails)

(Second illustration is of a girl with literal ping-pongs for hair)

Assessment for/as learning:

Join pairs into small groups or four or six students, so pairs can show their cards to peers. Peers discuss the answers and illustrations on the cards and can give feedback in the form of two stars and a wishungroup or TAGungroup (Tell me something you really liked, Ask a question for clarification, Give a suggestion).