teaching resource

Exaggeration and Hyperbole Sorting Activity

  • Updated

    Updated:  01 Feb 2024

Explore examples of hyperbole with your students using this set of 24 sorting cards perfect for your collaborative group work.

  • Editable

    Editable:  Google Slides

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  3 - 5

Curriculum

  • VC2E3LA03

    Describe how different types of texts across the curriculum have different language features and structures depending on purposes <ul> <li>identifying the stages of a basic argument such as introduction, argument 1, argument 2 and conclusion</li> <li>describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describing their purposes</li> </ul>

  • VC2E3LY09

    Identify the purpose and audience of different types of texts through the use of language features and/or images in the texts <ul> <li>identifying words, phrases and images intended to persuade listeners, viewers or readers</li> <li>identifying features of advertisements that target children</li> <li>identifying the purpose of a narrative text; for example, identifying the purpose of a fable</li> </ul>

  • VC2E4LA03

    Describe how different types of texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes <ul> <li>identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose</li> <li>understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports</li> <li>recognising that poems have different purposes that influence the organisation of the text into characteristic stages, for example poems that tell stories, poems that describe and poems that reflect on aspects of life</li> <li>recognising the difference between a text’s form (such as a poster, email or list) and its organisation into stages, depending on its social purpose</li> </ul>

  • VC2E4LY08

    Identify the characteristic features used in different types of texts to meet the purpose and audience of the text <ul> <li>identifying how authors use language to create imaginary worlds</li> <li>identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts</li> <li>identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic</li> </ul>

  • VC2E5LA03

    Describe how different types of texts use language features and are typically organised into characteristic stages and phases, depending on purposes <ul> <li>becoming familiar with the typical stages and language features of types of texts such as narrative, procedure, argument, explanation, discussion and informative texts, and how they can be composed in written, digital and multimedia forms to achieve their purpose</li> <li>recognising that paragraphs vary in their function and how they are organised in a text and between different types of texts, for example the differences between paragraphs in a narrative, an argument and a procedure</li> <li>describing the stages and phases, and purposes, of narratives, historical recounts, procedural recounts, causal explanations, discussions of alternative positions on an issue, information reports, reviews and types of poems</li> </ul>

  • VC2E5LY08

    Explain characteristic features used to meet the purpose and audience in different types of texts <ul> <li>explaining how the features of a text advocating community action (for example, action on a local area preservation issue) are used to meet the purpose of the text</li> <li>explaining how characters are used to deliver the message in persuasive texts; for example, explaining how characters are used to present persuasive messages about health issues in advertising, and considering why characters have been used instead of real people</li> </ul>

  • Exaggeration and Hyperbole Sorting Activity teaching resource
teaching resource

Exaggeration and Hyperbole Sorting Activity

  • Updated

    Updated:  01 Feb 2024

Explore examples of hyperbole with your students using this set of 24 sorting cards perfect for your collaborative group work.

  • Editable

    Editable:  Google Slides

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  3 - 5

Explore examples of hyperbole with your students using this set of 24 sorting cards perfect for your collaborative group work.

Explore Examples of Exaggeration and Hyperbole

My feet will drop off if we don’t stop walking!

Dad asked me a million times to brush my teeth.

Jenna’s teenage sister never stops frowning.

Did you know that each of the sentences above is an example of a hyperbole? A hyperbole is a rhetorical device where overstatement (exaggeration) is used to achieve a specific impact. It involves stretching reality beyond its literal boundaries to produce a greater impact on the reader or listener. Hyperboles are common in everyday conversation and also appear frequently in both literary and persuasive texts.

To help your students identify hyperbole in everyday statements, the experienced teacher team at Teach Starter has created this set of 24 sort cards. Each card contains a statement – some of the statements contain hyperbole whereas others do not. Once students have made a decision, they must place the card under the correct sort heading.

This resource downloads as a full-colour PDF or editable Google Slides file. It contains:

  • Instruction page
  • 2 x sort headings (Hyperbole and Not a Hyperbole)
  • 24 question cards
  • Answer key 

Using hyperbole in their writing is a valuable skill for students to learn. It enables them to convey enthusiasm or passion that can influence others to be more receptive to their message.

More Uses for These Hyperbole Sorting Cards

These sorting cards with statements containing hyperbole can be a fun and engaging way to teach students about this persuasive device. Here are some creative and enjoyable activities you could incorporate into your lesson plan:

  1. Hyperbole Art – Have students illustrate the hyperbolic statements on their sorting cards. This combines language learning with artistic expression, allowing students to visually represent the exaggerated meanings.
  2. Hyperbole Relay Race – Set up a relay race where teams must run to a pile of sorting cards, identify whether the statements are hyperbolic or not, and then run back to tag the next team member. This active game keeps students on their toes.
  3. Hyperbole Debate – Select a few hyperbolic statements and organise a debate where students argue whether the exaggeration is justified or not. This encourages critical thinking and discussion about the use of hyperbole in communication.

Remember to adapt these activities based on the grade level and preferences of your students. Making the learning process enjoyable will enhance their understanding and appreciation of hyperbole in language.

Download This Hyperbole Game

Use the dropdown icon on the Download button to choose between the printable PDF or editable Google Slides version of this resource. You will be prompted to make a copy of the Google Slides file before accessing it.

Print on cardboard for added durability and longevity. Place all pieces in a folder or large envelope for easy access. 

This resource was created by Caitlyn Phillips, a Teach Starter collaborator.

More Resources for Exploring Persuasive Devices

Click below to access more teacher-created, curriculum-aligned resources to use when exploring the power of persuasive devices with your students!

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Curriculum

  • VC2E3LA03

    Describe how different types of texts across the curriculum have different language features and structures depending on purposes <ul> <li>identifying the stages of a basic argument such as introduction, argument 1, argument 2 and conclusion</li> <li>describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describing their purposes</li> </ul>

  • VC2E3LY09

    Identify the purpose and audience of different types of texts through the use of language features and/or images in the texts <ul> <li>identifying words, phrases and images intended to persuade listeners, viewers or readers</li> <li>identifying features of advertisements that target children</li> <li>identifying the purpose of a narrative text; for example, identifying the purpose of a fable</li> </ul>

  • VC2E4LA03

    Describe how different types of texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes <ul> <li>identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose</li> <li>understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports</li> <li>recognising that poems have different purposes that influence the organisation of the text into characteristic stages, for example poems that tell stories, poems that describe and poems that reflect on aspects of life</li> <li>recognising the difference between a text’s form (such as a poster, email or list) and its organisation into stages, depending on its social purpose</li> </ul>

  • VC2E4LY08

    Identify the characteristic features used in different types of texts to meet the purpose and audience of the text <ul> <li>identifying how authors use language to create imaginary worlds</li> <li>identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts</li> <li>identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic</li> </ul>

  • VC2E5LA03

    Describe how different types of texts use language features and are typically organised into characteristic stages and phases, depending on purposes <ul> <li>becoming familiar with the typical stages and language features of types of texts such as narrative, procedure, argument, explanation, discussion and informative texts, and how they can be composed in written, digital and multimedia forms to achieve their purpose</li> <li>recognising that paragraphs vary in their function and how they are organised in a text and between different types of texts, for example the differences between paragraphs in a narrative, an argument and a procedure</li> <li>describing the stages and phases, and purposes, of narratives, historical recounts, procedural recounts, causal explanations, discussions of alternative positions on an issue, information reports, reviews and types of poems</li> </ul>

  • VC2E5LY08

    Explain characteristic features used to meet the purpose and audience in different types of texts <ul> <li>explaining how the features of a text advocating community action (for example, action on a local area preservation issue) are used to meet the purpose of the text</li> <li>explaining how characters are used to deliver the message in persuasive texts; for example, explaining how characters are used to present persuasive messages about health issues in advertising, and considering why characters have been used instead of real people</li> </ul>

Teach Starter Publishing

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