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Figurative and Emotive Vocabulary - Display
6 Pre & Primary Essentials Resources Classroom Displays English Language for Expressing & Developing Ideas 11 Pages

Figurative and Emotive Vocabulary - Display

This set of A4 posters vividly illustrates key figurative language devices (simile, metaphor, personification, onomatopoeia, hyperbole, idiom), along with emotive vocabulary and includes child-friendly examples and engaging visuals. Designed to support the Emotive Vocabulary unit, these ready-to-print posters reinforce literary techniques while brightening classroom walls. 

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Learning goals

  • We are learning to identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole.
  • We are learning to examine the effects of imagery, including simile, metaphor and personification and sound devices in narratives, shape poetry, songs, anthems and odes.
  • We are learning to create and edit texts by experimenting with figurative language, story lines, characters and settings.
  • We are learning to analyse and evaluate similarities and differences in texts on similar topics, themes or plots.
  • We are learning to understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes.
  • We are learning to create literary texts using realistic and fantasy settings and characters that draw on our own experiences.
  • We are learning to create texts by experimenting with structures, ideas and stylistic features of authors, e.g. narrative view point, structure of stanzas and juxtaposition.
  • We are learning to investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion.
  • We are learning to analyse and evaluate similarities and differences in texts on similar topics, themes or plots.
  • We are learning to identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts.

Curriculum alignment

EN3-6B old Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies EN3-2A old Composes, edits and presents well-structured and coherent texts EN3-7C old Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts EN3-3A old Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN3-RECOM-01 new Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension EN3-HANDW-02 new Selects digital technologies to suit audience and purpose to create texts EN3-HANDW-01 new Sustains a legible, fluent and automatic handwriting style EN3-SPELL-01 new Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words EN3-CWT-01 new Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language EN3-UARL-02 new Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN3-VOCAB-01 new Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts EN3-UARL-01 new Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
VCELT316 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes VCELT342 Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts VCELT341 Analyse and evaluate similarities and differences in texts on similar topics, themes or plots VCELT327 Create literary texts that experiment with structures, ideas and stylistic features of selected authors VCELT328 Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced VCELA352 Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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