The Phantom Tollbooth is full of figurative language including:
In this activity, students will directly quote figurative language from the text, and display their understanding by creating a literal and figurative portrayal of it. In this novel, the figurative language is frequently meant literally in context, as shown in Example 3. Comprehending the figurative language is essential to comprehending the plot as a whole.
The first example includes several idioms:
“The duke here can make mountains out of molehills. The minister splits hairs. The count makes hay while the sun shines. The earl leaves no stone unturned.”
The second example demonstrates personification and alliteration:
“The late-afternoon sunlight leaped lightly from leaf to leaf, slid along branches and down trunks, and dropped finally to the ground in warm, luminous patches.”
The last quote is also an example of an idiom:
“I didn’t know that I was going to have to eat my words.”
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that shows three examples of figurative language in The Phantom Tollbooth.
Begin the lesson by discussing the different types of figurative language with students. Students might be familiar with simpler ones such as idioms and metaphors however, more complex ones such as personification, allegory, idioms, and hyperbole. These types can drastically change the tone and atmosphere of the story and make it more interesting for the readers.
Provide instances of skillfully written narratives or sections that make good use of figurative language. Examine the author's use of similes, metaphors, and other literary devices to enrich the narrative and provide vivid images. Ask the students to share their own examples if they can think of any and give their input on the topic.
As the students become more familiar with the concept of figurative language and the different types of figurative language, teachers can ask them to brainstorm different ideas for their stories and think of different ways through which they can use figurative language in their text. Another activity students can perform is to take a story they wrote before and improve it with the help of introducing figurative language in the text.
Once the students have selected the different types of figurative language they want to use in their creative stories, teachers can help them with the practical application. This can be done by giving feedback and recommendations as the students are working on their own. Teachers can also provide examples of how figurative language can be used in various contexts.
Foster an atmosphere that is joyful and encouraging for creative writing. In the classroom, highlight and discuss outstanding instances of the use of figurative language to demonstrate students' original narrative styles and inventiveness.
In "The Phantom Tollbooth," Norton Juster crafts a vivid and inventive story through the use of figurative language, which includes personification, similes, metaphors, and wordplay. Figurative language also contributes to the general tone of adventure and wonder while enhancing the fanciful and wondrous mood of the Lands Beyond making the story more interesting for the readers and providing food for imagination.
Figurative language highlights the transforming potential of language and education while reinforcing themes such as the joy of learning and the consequences of indifference. It is done by making creative connections and teaching Milo the importance of time.