Activity Overview
The Phantom Tollbooth is full of figurative language including:
- Similes
- Hyperbole
- Allegory
- Idioms
- And more!
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.”
Template and Class Instructions
(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.
- Click "Start Assignment".
- Identify use of figurative language in the text.
- Put the type of figurative language (such as simile or metaphor) in the title box.
- Give an example from the text in the description box.
- Illustrate the example using using a combination of scenes, characters, and items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Examples of Figurative Language | There are three examples of figurative language in the description boxes. | There are two correct examples of figurative language in the description boxes. | Only one of the examples of figurative language is correct. |
| Types of Figurative Language | All three examples are correctly identified as simile, metaphor, hyperbole, or personification (or other). | Two examples of figurative language are correctly identified as simile, metaphor, hyperbole, or personification (or other). | Only one example of figurative language is correctly identified as simile, metaphor, hyperbole, or personification (or other). |
| Illustrations | Illustrations show attention to the details of the story and demonstrate connection to the figurative language. | Illustrations demonstrate connection to the figurative language. | Illustrations do not make sense with the examples chosen. |
Activity Overview
The Phantom Tollbooth is full of figurative language including:
- Similes
- Hyperbole
- Allegory
- Idioms
- And more!
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.”
Template and Class Instructions
(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.
- Click "Start Assignment".
- Identify use of figurative language in the text.
- Put the type of figurative language (such as simile or metaphor) in the title box.
- Give an example from the text in the description box.
- Illustrate the example using using a combination of scenes, characters, and items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Examples of Figurative Language | There are three examples of figurative language in the description boxes. | There are two correct examples of figurative language in the description boxes. | Only one of the examples of figurative language is correct. |
| Types of Figurative Language | All three examples are correctly identified as simile, metaphor, hyperbole, or personification (or other). | Two examples of figurative language are correctly identified as simile, metaphor, hyperbole, or personification (or other). | Only one example of figurative language is correctly identified as simile, metaphor, hyperbole, or personification (or other). |
| Illustrations | Illustrations show attention to the details of the story and demonstrate connection to the figurative language. | Illustrations demonstrate connection to the figurative language. | Illustrations do not make sense with the examples chosen. |
How To Help Students Write Creative Stories Using Figurative Language
Discuss the Types
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.
Model Examples
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.
Brainstorm and Select Ideas
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.
Guide the Application
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 Creativity and Learning
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.
Frequently Asked Questions About Figurative Language in “The Phantom Tollbooth”
How does "The Phantom Tollbooth" by Norton Juster employ figurative language?
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.
How do the central ideas in the book benefit from the use of figurative language?
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.
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