Georgia 5.T.SS.2.b
The Standard
Use figurative language for intentional effects when expressing ideas or conveying information. (C)
Georgia's K-12 English Language Arts Standards · Texts (T) · Structure & Style
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use similes, metaphors, personification, hyperbole, and other figurative language to make ideas clearer or more vivid. They choose wording based on the effect they want to create.
What Mastery Looks Like
- Students select figurative language that fits the purpose, audience, and tone. They can explain how a specific phrase shapes meaning, imagery, mood, or emphasis.
Common Misconceptions
- Students may label a simile or metaphor correctly but cannot explain why it was used. They may mix metaphors, rely on clichés, or use exaggeration that confuses the message.
How to Assess It
- Exit ticket: Rewrite “The rain fell hard” using figurative language to create a gloomy mood. Name the device and explain its intended effect.
Lesson moves
Ways to Teach It
Give pairs literal and figurative sentence cards to match, then have them identify the effect created by each figurative version.
Ask students to describe a thunderstorm with one metaphor, then explain how their wording creates a specific mood.
Play Figurative Language Swap, where teams replace literal sentences with similes, metaphors, personification, or hyperbole that match assigned tones.
Collect advertisements or headlines, identify figurative phrases, and discuss how each phrase makes the product or event sound more appealing.
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Printable 5.T.SS.2.b Worksheet
A ready-to-print activity worksheet aligned to 5.T.SS.2.b, with an answer key for the teacher on its own page. No account needed.
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The 4th Grade version of this standard.
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