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Bring figurative language to life with this explicit Lesson Plan for Teaching Idioms, Imagery and Hyperbole — designed to build confidence through clear modelling, guided discussion and independent practice.

Note: Get the most from this lesson by using it with the matching teacher slides and independent student activities. Click here to view the bundle.

Aligned to the Gradual Release of Responsibility (I Do, We Do, You Do) framework, this lesson supports students as they learn to interpret idioms, recognise imagery, explain the effect of exaggeration through hyperbole, and experiment with applying these devices in their own writing.

Learning Intention: we are learning to understand how idioms, imagery, and hyperbole create vivid and meaningful expressions in language.

Success Criteria:

• I can identify idioms, imagery and hyperbole in texts.
• I can explain how they enhance meaning.
• I can experiment with using figurative language in my own writing.

What’s included in this teacher resource?

A complete lesson sequence structured around the Gradual Release of Responsibility:

• I Do – explicit teacher modelling, think-alouds and worked examples unpacking idioms, imagery and hyperbole.
• We Do – guided practice and collaborative analysis of examples, including rewriting idioms into figurative, hyperbolic and literal versions.
• You Do – independent application tasks where students describe meanings, create their own examples and illustrate scenarios to match.

Opportunities for oral discussion, annotation and written response.

Perfect for introducing figurative language in a structured, engaging way, this lesson helps students move from recognition to explanation — and finally to confidently use in their own writing.

Format: PDF

Australian Curriculum Outcome Address: Identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole. (AC9E6LA08)

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