| NSW Department of Education Literacy and Numeracy Teaching Strategies - Reading

Literary devices
Stage 4
Learning focus
Students will learn to interpret and analyse a range of literary devices, including metaphor and figurative
language, in varying texts.

Syllabus outcome
The following teaching and learning strategies will assist in covering elements of the following outcomes:
 EN4-1A: responds to and composes texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure
 EN4-2A: effectively uses a widening range of processes, skills, strategies and knowledge for
responding to and composing texts in different media and technologies
 EN4-3B: uses and describes language forms, features and structures of texts appropriate to a range
of purposes, audiences and contexts

Year 7 NAPLAN item descriptors

 interprets the meaning of a metaphor in a text
 interprets the meaning of figurative language in a text
 interprets the meaning of figurative language in an information text
 interprets the meaning of literary language in a narrative extract
 analyses the effect of a literary device in a narrative
 analyses the effect of a metaphor in a narrative
 analyses the use of a literary device in a text

Literacy Learning Progression guide

Understanding Texts (UnT9-UnT11)
Key: C=comprehension P=process V=vocabulary

UnT9
 identifies how authors create a sense of playfulness (pun, alliteration) (C)
 analyses how language in texts serves different purposes (identifies how descriptive language is
used differently in informative and persuasive texts) (see Grammar) (P)
 identifies language used to create tone or atmosphere (V)

UnT10
 evaluates the effectiveness of language forms and features used in moderately complex or some
sophisticated texts (See Text Complexity) (C)

education.nsw.gov.au
UnT11
 evaluates the use of devices such as analogy, irony and satire (C)
 analyses how authors manipulate language features, image and sound for a purpose (to create
humour or playfulness) (C)
 interprets symbolism in texts, providing evidence to justify interpretation (C)
 interprets and analyses complex figurative language (euphemisms, hyperbole) (V)

Resources
 Literary devices match-up posters and card sort -Appendix 1
 ‘Fishing from the rocks’ poem and table - Appendix 2
 ‘Great Barrier Reef’ text extract - Appendix 3
 Poetry analysis - Appendix 4
 Quad review - Appendix 5
 Michael Leunig launch mind map - Appendix 6

Background information
Literary Devices
Literary devices are used in texts to connect with the reader and convey meaning. Accomplished readers are able to
recognise and interpret the use of various language devices that composers use for effect. Explain to students that
composers use different language devices for particular purposes. In a persuasive text, composers might use
persuasive devices such as rhetorical questions, repetition, metaphors, hyperbole and modality to persuade readers to
agree with a particular point of view. In narrative texts, composers might use literary devices such as personification,
similes, alliteration, onomatopoeia and imagery to engage the reader and allow them to visualise the setting and
characters.

Irony
A clash between what the words say and what they mean. Irony has three forms:
 rhetorical irony – saying something contrary to what is meant, for example 'I had a great time' (I was bored)
 dramatic irony – stating or doing something unaware of its contrast with the real situation, for example where
the reader or watcher knows disaster is about to befall a character who says, 'I've never been happier'
 situational irony - where events are opposite to expectations, for example, building a fence to keep a dog
contained-then the dog jumping over it.

Satire
The use of one or more of exaggeration, humour, parody, irony, sarcasm or ridicule to expose, denounce and deride
folly or vice in human nature and institutions. The emphatic feature of these language devices draws attention to what
is being criticised.
NSW K-10 English Syllabus Glossary, 2012 NESA

Where to next?
 Vocabulary in context
 Inference
 Literal comprehension

2 Reading: literary devices Stage 4

Teaching strategies
Task 1: Identify and define figurative language
1. Vocabulary bank: Students are asked to visualise a familiar experience e.g. sitting on the beach,
walking in the bush, the feeling before a storm hits. Students brainstorm words and phrases that
describe the event. Teacher displays this vocabulary and introduces more sophisticated synonyms
which build on the word map, drawing connections between terms and defining words that are
uncommon or unknown. This is a good opportunity to introduce more sophisticated, Tier 2
vocabulary. For example, if brainstorming ‘beach’, students may offer words such as water, ocean,
sharks, sand, deep blue. The teacher may introduce terms such as driftwood, reflection, coarse
golden sand, horizon, tide, ebb and flow.
2. Mind map: Students brainstorm with teacher to create a mind map where students contribute the
different language devices that they know. As more information is reviewed, this can be added to the
mind map.
3. Enlarge ‘Language devices match-up’ posters (Appendix 1) and display around classroom. Each
poster contains a definition for a language device. Read the definition and see if students can identify
the language device that is defined on each poster (poster 1 - metaphor, poster 2 - onomatopoeia,
poster 3 - personification, poster 4 - hyperbole, poster 5 – simile). Write the language device on the
posters.
4. Distribute the ‘Language devices match-up’ cards (Appendix 1). Students read the examples on their
cards and determine what language device the example is. Students walk around the room and use
Blu Tack or a similar product to stick their cards on the appropriate poster. Additional task: students
create their own examples and add these by writing directly onto the poster.
5. Students engage in rigorous discussion to agree or disagree with placement, using accountable talk:
“I can see why you might place this here, but I would argue it is more appropriate to be placed here
because…”

Task 2: Identifying figurative language in text

1. Students identify key literary devices in a range of texts currently linked to unit of learning. Students
predict language, identify devices and analyse their effect. Teachers have the key devices found in
texts allocated on posters around the room and students match the literary devices they find with the
name, example and definition. This can be added to throughout any texts being explored.
Alternatively:
2. Students read excerpt from ‘Bridge to Terabithia’ (Appendix 2). Using highlighted examples of literary
devices, students discuss with a partner and indicate on Appendix 2 prior knowledge of the literary
device, why the composer used it and its effect on the reader.
3. Distribute ‘Great Barrier Reef’ Appendix 3. Students predict key vocabulary and message, audience
and purpose of the text excerpt ‘The Great Barrier Reef’. Students read the extract and highlight and
label any literary devices. Engage in a ‘think-pair-share’ where students share their annotations with
a partner.
4. Students discuss annotations from pairs to quads, from quads to whole class. Display the extract on
the board and get students to underline and label the different literary devices.

© NSW Department of Education, Nov-24

Task 3: Interpret and analyse literary devices in poetry
1. Students read a poem linked to current unit of learning or, alternatively, ‘Fishing from the rocks’ by
Mia Gregson independently. During second read, students highlight any literary devices evident in
text. Students annotate on the poem what they can infer from the devices.
Variation: as necessary, teacher provides margin notes and/or glossary to facilitate this independent
reading. Various levels of support can be provided using this strategy.
2. Teacher models reading the poem aloud, paying attention to enjambment (moving over from one line
to another without a terminating punctuation mark – Ref. literary devices.net) in the stanzas.
Students are given a stanza to discuss and identify any literary devices using Appendix 4 and the
work they completed in the first part of this task. Students analyse the text and create a visual
representation of the stanza. Students share back with class and teacher guides discussion to
reinforce audience and purpose. Students order information and stanzas to create a class display.
Experiment/evaluate: What happens if you change the order of the stanzas? Is the poem still
effective? What new meanings are made? Students cut up stanzas/pictures and manipulate order.
3. Teacher models annotation of poem using questions below to guide. Students then work in pairs to
complete column 4 in the table of Appendix 4.

Key Prompts:
 Whose point of view do we hear in this poem? Give an example.
 What tone is conveyed through the dialogue?
 Identify the use of personification. What does this imagery convey?
 ‘Time begins. Fishing time extending hope.’ What is conveyed in the use of truncated
sentence and metaphor?
 What is the effect of the enjambment in these lines?
‘around the headland
To the threatening rocks, the swelling ocean.’

Task 4: Analyse irony and satire in images

1. Frayer Model (graphic organiser): Discuss current understanding of irony: A clash between what the
words say and what they mean (see Background information). Have students think, pair, share in
small groups to discuss examples and how they match the criteria of irony. Students use Appendix 5
graphic organiser to synthesize understanding of irony.
2. Venn Diagram: students use Venn diagram to compare and contrast satire and irony.
3. Students analyse cartoon for both satirical and ironic elements: What type of irony is evident in the
cartoon? What is ironic? Students use the cartoon as a launch for a mind map by explaining the
visual features that represent this ironic situation. Why is this cartoon satirical? What is being
criticised? Why?

4 Reading: literary devices Stage 4

Appendix 1
Language device match-up - posters

A figure of speech
where a word or phrase
is used that is not
literally possible.
Saying that something
IS something else.

© NSW Department of Education, Nov-24

The formation of a word
that creates the sound
associated with the
word.

6 Reading: literary devices Stage 4

Giving human
characteristics or
attributes to something
that is non-human.

© NSW Department of Education, Nov-24

An exaggerated
statement that is not
meant to be taken
literally.

8 Reading: literary devices Stage 4

A figure of speech that
involves the comparison
of two things, usually
using the words ‘like’ or
‘as’.

© NSW Department of Education, Nov-24

Language device match-up

I’m so tired I’m going to The books fell with a loud The well was as dry as a
sleep for a whole week. thud. bone.

The flood raged over the Do not judge a book by its The wind whispered
entire village. cover. through the dry grass.

Your suitcase weighs Tim is as funny as a

She clicked her fingers.
1000 kilos! monkey.

The shadow of the moon The rock hit the water with Lucy is as cunning as a
danced on the lake. a splash. fox.

The flowers danced in the Her cheeks are red like a

The cat meowed.
gentle breeze. rose.

The fire swallowed the

I’m so bored I could die. Thunder boomed all night.
entire forest.

He was as brave as a I’m so hungry I could eat

It is the fountain of life.
soldier. a horse!

I received my first pay

The rustling leaves kept
check and now I’m rolling I am dying of shame.
me awake.
in dough.

Appendix 1

The words fled from his He cried all night and all
It’s as hot as hell.
mind when he met her. day.

10 Reading: literary devices Stage 4

 It’s so cold I’m going to
Ding-dong! The classroom was a zoo.
freeze to death.

The house looked as I’m so tired I’m going to Her skin was as soft as a
though it was weeping. sleep for a whole week. baby’s bottom.

The cows mooed in the There was a loud crash

It’s so hot I’m melting.
field. when the cars collided.

I wandered as lonely as a It leaned like the Tower of

Love is a battlefield.
cloud. Pisa.

Everyone could sense the I haven’t seen you in a The helicopter blades
elephant in the room. hundred years. whirred in the distance.

That dress is so ugly it’s The car suffered a severe

She was as light as air.
burning my eyes. beating in the accident.

I have a million things to Look at my car. She’s a I’m coughing my lungs

do. beauty, isn’t she? out.

© NSW Department of Education, Nov-24

Appendix 2
Text analysis: Bridge to Terabithia, Katherine Paterson, Crowell Co., 1977

Ba-room, ba-room, ba-room, baripity, baripity, baripity, baripity. Good. His dad had the pickup going. He
could get up now. Jess slid out of bed and into his overalls. He didn't worry about a shirt because once he
began running he would be hot as popping grease even if the morning air was chill, or shoes because the

bottoms of his feet were by now as tough as his worn-out sneakers .

"Where you going, Jess?" May Belle lifted herself up sleepily from the double bed where she and
Joyce Ann slept.

"Sh." He warned. The walls were thin. Momma would be mad as flies in a fruit jar if they woke her
up this time of day.

He patted May Belle's hair and yanked the twisted sheet up to her small chin. "Just over the cow
field," he whispered. May Belle smiled and snuggled down under the sheet.

"Gonna run?"

"Maybe."

Of course he was going to run. He had gotten up early every day all summer to run. He figured if he
worked at it - and Lord, had he worked-he could be the fastest runner in the fifth grade when school opened

up. He had to be the fastest-not one of the fastest or next to the fastest, but the fastest . The very best.

He tiptoed out of the house. The place was so ratty that it screeched whenever you put your foot

down , but Jess had found that if you tiptoed , it gave only a low moan , and he could usually get outdoors
without waking Momma or Ellie or Brenda or Joyce Ann. May Belle was another matter. She was going on

seven, and she worshiped him, which was OK sometimes. When you were the only boy smashed between

four sisters , and the older two had despised you ever since you stopped letting them dress you up and
wheel you around in their rusty old doll carriage, and the littlest one cried if you looked at her cross-eyed, it
was nice to have somebody who worshiped you. Even if it got unhandy sometimes.

12 Reading: literary devices Stage 4

Literary devices – analysing text
Language device What do I already know? Why did the composer use it
(effect)?

Onomatopoeia
“Ba-room, ba-room, ba-room,
baripity, baripity…”

Simile
“the bottoms of his feet were
by now as tough ashis worn-
out sneakers”

Imagery
“He patted May Belle’s hair
and yanked the twisted sheet
up to her small chin”

Repetition
“He had to be the fastest –
not one of the fastest or next
to the fastest, but the fastest”

Personification
“The place was so ratty that it
screeched whenever you put
your foot down”

Hyperbole
“When you were the only boy
smashed between four
sisters…

© NSW Department of Education, Nov-24

Literary devices: Match and sort (support)
Language device What do I already know? Why did the composer use it
(effect)?
Onomatopoeia Onomatopoeia is a device To convey the sound of the
where the word makes the pickup truck.
“Ba-room, ba-room, ba-room,
sound associated with it.
baripity, baripity…”

Simile Similes are used to compare To compare the character’s feet

things. with the worn-out sneakers to
“the bottoms of his feet were by
show that his feet were rough
now as tough as his worn-out
and hard.
sneakers”

Imagery Imagery is visually descriptive To allow the reader to visualise

language. what the characters are doing
“He patted May Belle’s hair and
which draws the reader in and
yanked the twisted sheet up to
engages them.
her small chin”

Repetition Repetition is used to reinforce To emphasise that the character

something so that the reader wants to be the fastest runner in
“He had to be the fastest – not
remembers it. the fifth grade.
one of the fastest or next to the
fastest, but the fastest”

Personification Personification is when non- To show that the house is old

human things are given human and falling apart where the
“The place was so ratty that it
characteristics or qualities. ‘screech’ sound makes it appear
screeched whenever you put
as though it is in pain.
your foot down”

Hyperbole Hyperbole is an exaggeration. To emphasise that the character

was the only boy in a house full
“When you were the only boy
of girls.
smashed between four sisters…

14 Reading: literary devices Stage 4

Appendix 3
Language devices in text – informative text
BEFORE reading: predicted vocabulary AFTER reading: vocabulary to further research

Literacy Devices
What techniques were used, what effect did it create and what is the example from the text?

© NSW Department of Education, Nov-24

The Great Barrier Reef
The Great Barrier Reef is one of the most unique natural environments in the world. It is a diverse natural
ecosystem and is a world heritage listed site, being the world’s largest coral reef, expanding over 2,000
kilometres. Known as a popular location for tourists, the reef is recognised worldwide for its white sand,
clear ocean and mesmerising array of coral. Located off the eastern coast of Australia, the Great Barrier
Reef is home to countless marine life, including thousands of fish and molluscs species and over 1000
different types of porifera (sea sponges). Endangered green turtles, flatback turtles, leatherback turtles as
well as sharks, whales and other sea mammals are found in the Great Barrier Reef and use this natural
environment to breed and survive. As the reef comprises of so many living things, the fragile ecosystem is
under threat from both natural causes and human related activities. This occurs in the form of coral
bleaching, tourism waste and overfishing. If we do not do anything to protect and preserve this natural
wonder, the Great Barrier Reef will cease to exist.
One of the biggest threats to the Great Barrier Reef is climate change. The rise in temperature as a result of
burning fossil fuels has played a destructive role in damaging the reef. When the temperature increases, the
water temperature in the reef also increases. When this occurs, the marine life are unable to adapt, causing
large numbers of species to die out. Additionally, when the temperature of the water is increased, the coral
that build the reef become stressed and release the important algae that they feed on. This is known as
coral bleaching. Did you know that a quarter of the world’s marine life need coral to survive? With almost
90% of coral in the Great Barrier Reef being bleached, the future of this natural wonder appears as bleak as
death. However, if we consider the serious impact of climate change, we can work towards building a future
that is more sustainably conscious. It is vital that we take action to prevent climate change as a way to
maintain the Great Barrier Reef for future generations.
Another major threat to the Great Barrier Reef’s natural ecosystem is tourism waste. As a natural wonder of
the world and a world heritage listed site, two million tourists visit the Great Barrier Reef each year. Now,
consider the amount of waste that is left behind each year. The waste makes its way into the reef and
contaminates the delicate ecosystem. In some cases, many marine lives mistake the waste for food and
consume it. For example, turtles often confuse floating plastic for jellyfish. The plastic then becomes lodged
in their throats or tangled up in their intestines, unfortunately leading to death. It is important to acknowledge
and be wary of the fragile ecosystem within the Great Barrier Reef and if we want to keep visiting this rich
and diverse natural wonder, we must take care of it.
Overfishing is destroying the Great Barrier Reef by dramatically reducing the number of fish species that call
the reef home. The main issue with overfishing is that the species that are being fished, do not have enough
time to reproduce, which ultimately means they could eventually die out. This then disrupts the food chain
and affects other marine life that rely on fish species to survive. Furthermore, when fishing, other species
accidentally become caught in the fishing nets. These species are either illegal to fish, or are unwanted
species. As a result, these species are tossed back in the water with injuries where they could eventually
die. While fishing is perceived to be one of the largest contributors to income, we need to ask ourselves, is it
really worth losing our beautiful reef over?
Over the last 100 years, threats to the reef's ecosystem have caused large areas of the Great Barrier Reef
to die. Protecting the reef's beauty and biodiversity is a major concern for the nation. Sustainable practices
and responsible attitudes are helping to conserve and preserve this extraordinary world heritage site.
theconversation.com

16 Reading: literary devices Stage 4

Appendix 4
Poem analysis
Fishing from the rocks – Mia Gregson

‘Think I’ll drop a line.

Tide’s out. Weather’s mild.’
Then the flurry: the hopeful basket, the rod, the hook, the line and sinker.
‘Guess you can come with me, but stay away from the edge.’

We’re all following him

Across soft sand, past paddocks of cows, around the headland
To the threatening rocks, the swelling ocean.
To the promise of success, the flailing fish on the quivering line.

Three of us to the forbidden side of the beach.

And the long-eared dog, all excited at the daring.
‘Never go further than the edge of the beach.
Stay in the safe sandy zone.’

Time begins. Fishing time extending hope.

The kids and the dog staying away from the ocean.
Watching the waves swell over the ledge
Swirling over the jagged rocks.

And in shallow pools, at least for the dog,

Something’s in there, a matching goal.
‘Where’s the fish, Roxy, where’s the fish?’
Dad and dog search the water in vain.

© NSW Department of Education, Nov-24

Literary devices table
Literary Definition Own example Example from Poem
Technique
Tone The voice adopted by a particular
speaker to indicate emotion,
feeling or attitude to subject
matter.

The author's attitude towards the

subject and audience, for
example playful, serious, ironic,
formal, etc.
Dialogue Recorded conversation – can be
direct or indirect.

Point of view The particular perspective brought

by a composer, responder or
character within a text to the text
or to matters within the text.

Personification Attributing human characteristics

to abstractions such as love,
things or animals

Truncated A short sentence that is

sentence incomplete as there are words
missing e.g. ‘Hear me?’

Metaphor A resemblance between one

thing and another is declared
by suggesting that one thing is
another

Enjambment Continuing a sentence beyond

a line without pausing.

18 Reading: literary devices Stage 4

Appendix 5
Frayer model

Example Non-example

Device
Definition Own example

© NSW Department of Education, Nov-24

Appendix 6
Irony and satire mind map
Michael Leunig ‘Self help’ (1992)

20 Reading: literary devices Stage 4