This primary source will serve as the focus of an introduction to figurative language and imagery. Students will have to describe what they see. Have students pretend they are describing the source to someone who cannot see the image. The source will help students develop their ability to be descriptive, use detail, and begin learning about figurative language. Learners will be expected to write descriptive sentences explaining what can be seen in the source and then use figurative language to help other students understand what a waterfall looks like using similes and metaphors.
“Carved more than 13,000 years ago, Palouse Falls is among the last active waterfalls on the Ice Age Floods path. This natural wonder was named Washington’s state waterfall in 2014, when the state Legislature passed a bill written by local schoolchildren, who advocated for the designation” (National Parks Service, 2025)
Source: https://www.nps.gov/places/palouse-falls-state-park.htm
- What is the first element to capture your attention in this photo?
- What elements of nature do you see in this photo?
- What can you tell a partner about the terrain featured here?
ELA Standard
CCSS.ELA-Literacy.L.9–10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Social Studies Standard
CCSS.ELA-Literacy.RH.9–10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
- Place this primary source on the screen at the front of the room so it is large. Explain to students that they are going to start their foundation for descriptive writing and using figurative language. Have students take out a piece of paper and do a freewrite for five minutes on what they see in the image. Explain that they need to be as descriptive as possible. They can use bullet points or paragraph form.
- After the five minutes, have students share with a peer what they wrote. Next, have students compare and contrast what they wrote to what their peers wrote. Allow for 2–3 minutes for discussion and revision. Then, take down the picture and have students describe the source to a partner using only their notes. Have their partner sketch the source based on how it is described.
- Once students have both done this, have each partner write a simile for the primary source. Provide notes on what comprises each type of figurative language or give examples describing something else students are familiar with. For example, “A high school cafeteria is like a zoo without the cages” or “High school is like middle school but with older students.”
- Once students write their own similes, have them share with the class. Next, have students do the same but with a metaphor for the primary source. An example you can give students is, “The waterfall is a long white ribbon falling off the cliff.” Explain that it is not a literal, actual ribbon but a metaphor. Once students write their own, have them share with the class.
Highsmith, Carol M. View of the Palouse River as it leaves Palouse Falls State Park, near Starbuck, Washington. 2018. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2018699094/.