Activity Overview
There are so many examples of figurative language present throughout Jason Reynold's Long Way Down, adding to its powerful poetry. In this activity, students will identify figurative language such as similes, metaphors, personification, imagery, hyperbole, onomatopoeia, etc. and illustrate the examples from the text. Teachers may ask them to identify one type of figurative language and find multiple examples, or select one example for different types. To differentiate or scaffold, teachers can provide students with a list of types of figurative language to look out for, or have students identify them on their own!
Examples of Figurative Language in Long Way Down
- “the absolute worst part, / is the constant slipping / of your tongue / into the new empty space, / where you know / a tooth supposed to be / but ain’t no more.”
- “Don’t know if this was / even close to how they / are, but the ground / definitely felt like / it opened up / and ate me.”
- “trying / to eat / all of / us as / if we / are beef.”
- “Heavier than / I expected, / like holding / a newborn”
- “My mother used to say, / I know you're young, / gotta get it out, / but just remember, when / you're walking in the nighttime, / make sure the nighttime / ain't walking into you.”
- And my mom moaning low… / hanging over my brother's body like a dimmed light post.
- Prayed the boom, followed by the buzz of a bullet, ain't meet us.
- “Buck laughed, and / laughter, / when it's loud / and heavy / and aimed / at you, / I think / can feel just / as bad as / a bullet's / bang."
- “When bad things happen / we can usually look up and see / the moon, big and bright, / shining over us. / That always made me feel better. / Like there's something up there / beaming down on us in the dark.”
- “I FELT LIKE CRYING / which felt like / another person / trapped behind my face / tiny fists punching / the backs of my eyes / feet kicking / my throat at the spot / where the swallow / starts. / Stay put, I whispered to him, / Stay strong, I whispered to me. / Because crying / is against / The Rules.”
- “Pretended like yellow tape / was some kind of / neighborhood flag / that don't nobody wave / but always be flapping / in the wind.”
- “A BROKEN HEART / killed my dad. That's why my mother always said. And as a kid I always figured his heart was forreal / broken like an arm or a toy or the middle drawer.”
- Struck a match that sounded like a finger snap.
- I stood there, mouth clenched up tight enough to grind my teeth into dust.
- Shawn was zipped into a bag / and rolled away, his blood added / to the pavement galaxy of / bubblegum stars. The tape / framed it like it was art. And the next / day, kids would play mummy with it.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a storyboard that identifies figurative language such as similes, metaphors, personification etc. found in Long Way Down. Illustrate each and write a short description below each cell.
Student Instructions:
- Identify figurative language from Long Way Down you wish to include and type them in the title box at the top.
- Create an image for examples that represent each symbol using appropriate scenes, characters and items.
- Write a description of each of the examples in the black text box.
Lesson Plan Reference
- [ELA-Literacy/RL/6/2] Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments
- [ELA-Literacy/RL/8/2] Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
- [ELA-Literacy/RL/8/4] Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts
- [ELA-Literacy/RL/9-10/4] Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)
- [ELA-Literacy/RL/11-12/4] Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
- [ELA-Literacy/RL/5/1] Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Examples of Figurative Language | There are three examples of figurative language. | There are two correct examples of figurative language. | Only one of the examples of figurative language is correct. |
| Types of Figurative Language | All three examples are correctly identified as simile, metaphor, or personification (or other) in the title box. | Two examples of figurative language are correctly identified as simile, metaphor, or personification (or other). | Only one example of figurative language is correctly identified as simile, metaphor, or personification (or other). |
| Illustrations | Illustrations depict the example of figurative language from the story with clear visuals of appropriate scenes, characters, items, etc. | Illustrations depict the example of figurative language from the story but are unclear or incomplete. | Illustrations do not make sense with the examples chosen. |
| Descriptions | There are descriptions for all three example of figurative language that correctly explain what the figurative language means in the context of the story. | One of the descriptions is missing or the descriptions do not fully explain what the figurative language means in the context of the story. | Two or more descriptions are missing or they do not explain what the figurative language means. |
How To Foster Creativity and Expression in Younger Students through the Use of Figurative Language
Introduce Figurative Language
Introduce the concept of figurative language to younger students by explaining how creative interpretation of words adds to the overall meaning of the sentence. Teachers can also talk about different types of figurative language such as simile and metaphor. Once students have a better understanding of the easier ideas, teachers can introduce more complex types such as personification or hyperbole.
Explain By Showing
Younger students are better able to grasp complex and abstract ideas by the use of examples and visual elements. Teachers can engage students with the help of relatable examples such as (student's name) is as brave as a lion or (student's name) is a lion. Teachers can also use interesting animated videos in class to enhance visual learning.
Examine Various Works
Present poems and songs that make use of metaphorical language. Examine song lyrics together, talking about the metaphors and similes that are used. Encourage the students to compose original songs or poems with the help of figurative language. Students can also recommend any song or poem they like the most and explore the figurative language with the help of teachers and classmates.
Give Writing Tasks
Give the students regular writing assignments so they can explore metaphorical language in their own unique ways. Provide a secure environment where they are inspired to be creative and take chances. Teachers can also give writing prompts to students to boost creativity and critical thinking.
Give Choice and Flexibility
Let students select the subjects they want to write about and support them in finding ways to express themselves that are relevant to their hobbies. Allowing for liberty encourages creativity and a sense of ownership.
Frequently Asked Questions About Figurative Language in “Long Way Down”
How does the use of figurative language help students interpret the story in various ways?
Through the creation of strong links and imagery, figurative language emotionally engages students. It challenges readers' minds to consider the deeper meanings underlying metaphors and symbols, which improves their comprehension of the story. Students can consider the use of figurative language in the story and share their interpretations with the rest of the class to stimulate discussion.
How can students connect the development of themes and figurative language in the story?
Deeper thematic components can be communicated with the help of figurative language. For example, allegories pertaining to the "Rules" aid in the examination of subjects like bereavement, retaliation, and the fallout from aggression. Students can select a few themes present in the narrative and analyze how they have been conveyed through the use of figurative language and how this changes the perspective of the readers.
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