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Personification worksheets

In personification , an object, idea or an animal is given human attributes. For example: "The clouds danced across the sky." In these grade 5 worksheets, students use a word bank to write the word that personifies the object in each sentence.

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Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans

Explain the Personification

About this worksheet:.

So, what is personification anyway? Recognizing personification and explaining it are two different things. In this worksheet your student will analyze the use of this literary device in a variety of sentences. It’s appropriate for practicing 6th grade Common Core Standards for Language, although it may be useful for other grades. If you or your student need more help with personification before completing this activity, check out these helpful references: What is the definition of personification? and A list of personification examples .

Literary Devices

Literary devices, terms, and elements, personification, definition of personification, examples of personification from common speech, significance of personification in literature.

Personification has remained popular throughout the centuries, given that it can add aesthetic qualities to a work and provide a way for authors to describe inanimate objects. It also inserts more meaning into the inexplicable things like forces of nature. Often the use of personification also helps to show a character’s own attitudes toward a certain thing if they project or ascribe their own feelings onto an inanimate object.

Examples of Personification from Literature

TITANIA: No night is now with hymn or carol blessed. Therefore the moon, the governess of floods, Pale in her anger, washes all the air, That rheumatic diseases do abound.

( A Midsummer Night’s Dream by William Shakespeare)

Her heart was divided between concern for her sister, and resentment against all the others.

Something there is that doesn’t love a wall, That sends the frozen-ground-swell under it, And spills the upper boulders in the sun, And makes gaps even two can pass abreast.

(“Mending Wall” by Robert Frost)

Robert Frost’s poem “Mending Wall” contains the famous line “Good fences make good neighbors.” This excerpt is from the beginning of the poem, and sets up a contrast between the neighbors who keep fixing the wall between them and the “something” that doesn’t love this wall. Though Frost never specifies what it is that “doesn’t love a wall,” we can take it to mean that nature revolts against artificial separations and borders. Winter cold causes the wall to break in different places, and Frost gives winter the motivation for doing this.

The Western States nervous under the beginning change. Texas and Oklahoma, Kansas and Arkansas, New Mexico, Arizona, California. A single family moved from the land. Pa borrowed money from the bank, and now the bank wants the land. The land company–that’s the bank when it has land –wants tractors, not families on the land. Is a tractor bad? Is the power that turns the long furrows wrong? If this tractor were ours it would be good–not mine, but ours. If our tractor turned the long furrows of our land, it would be good. Not my land, but ours. We could love that tractor then as we have loved this land when it was ours. But the tractor does two things–it turns the land and turns us off the land. There is little difference between this tractor and a tank. The people are driven, intimidated, hurt by both. We must think about this.

When death comes like the hungry bear in autumn; when death comes and takes all the bright coins from his purse to buy me, and snaps the purse shut… I want to step through the door full of curiosity, wondering: what is it going to be like, that cottage of darkness?

But, on one side of the portal, and rooted almost at the threshold, was a wild rose-bush, covered, in this month of June, with its delicate gems, which might be imagined to offer their fragrance and fragile beauty to the prisoner as he went in, and to the condemned criminal as he came forth to his doom, in token that the deep heart of Nature could pity and be kind to him.

( The Scarlet Letter by Nathaniel Hawthorne)

Test Your Knowledge of Personification

1. Choose the correct personification definition:

[spoiler title=”Answer to Question #1″]

Answer: C is the correct answer.[/spoiler]

2. Which of these lines from Shakespeare’s Sonnet 18 contains personification?

Whoever you are, no matter how lonely, the world offers itself to your imagination

A. Whoever you are B. No matter how lonely C. The world offers itself D. To your imagination

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50+ Engaging Personification Examples That Bring Writing To Life

This literary device adds meaning.

Strong writers use literary devices like personification to make their writing more vivid and engaging. Learn the definition of personification, plus find lots of engaging personification examples to share with your students.

What is personification?

Personification is a literary device, a technique authors use to add meaning to their writing. Put simply, writers use personification when they give human characteristics to non-human animals or objects. In other words, an author describes a non-human object as doing something human.

• Example: “The babbling brook meandered alongside the path, skipping and jumping over the rocks.”

In this example, the author doesn’t literally mean the brook babbles, meanders, skips, or jumps. Instead, they use these human activities to make the sounds and actions of the brook more clear to the reader.

Personification vs. Anthropomorphism

These two literary devices are sometimes confused, but they have different meanings. When an author uses anthropomorphism, they have a non-human character literally act in human ways, such as talking animals.

• Personification example: My dog cried mournfully as I left, begging me not to leave him alone for the day.
• Anthropomorphism example: “Don’t go,” sobbed Rex, tears running down his furry nose. “I can’t bear to be alone all day long!”

In the first example—personification—the dog displays human-like behavior but does not literally cry, beg, or speak. In the second—anthropomorphism—the dog does literally cry and talk. Anthropomorphism is common in children’s books and fairy tales, while personification can appear in any kind of writing, including nonfiction.

Importance of Personification

Writers use personification to bring life and meaning to their writing. By associating a description with something human and familiar, they make it easier for their reader to relate to it. When an author gives an object human characteristics, like a “screaming alarm clock” or a “murmuring breeze,” their writing becomes more engaging.

We’ve all had days where we feel like computers “hate” us, or our alarm clock is “scolding” us until we get out of bed. When authors use this type of personification, we can immediately understand the feelings and emotions they’re trying to convey. The setting and atmosphere become clearer, helping us understand human characters a little better.

General Personification Examples

• The flowers danced in the breeze.
• A soft breeze tickled her cheek.
• That hot fudge sundae is really calling my name.
• The sun smiled down on us as we picnicked in the park.
• Time flies when you’re having fun.
• The old stairs groaned with each step he took.
• After a long day, my soft bed beckoned me with open arms.
• Moonlight caressed the water’s surface, glinting on each tiny wave.
• The storm raged ashore, destroying all that lie before it.
• The mountains stood tall and proud, guarding the valley below.
• The suspicious security cam followed her every move, determined to catch her in the act.
• Hungry waves ate away at the shoreline.
• After many false starts, the car’s engine finally coughed to life.
• Dark clouds gathered in the sky, plotting their attack on the land below.
• The typewriter keys jumped and jigged beneath his flying fingers.
• The sweet aroma of freshly baked cookies wooed them all into the kitchen.
• Dawn stretched itself across the landscape, embracing the dew-laden flowers.
• Overhead, the leaves whispered softly in the wind.
• Doubts attacked him left and right as he tried to make a decision.
• The fog crept slowly over the ground, sneaking its way into every hollow.

Personification Examples From Literature

• “There is something subversive about this garden of Serena’s. … It breathes, in the warmth, breathing itself in.” – The Handmaid’s Tale by Margaret Atwood
• “A waft of wind came sweeping down the laurel-walk, and trembled through the boughs of the chestnut: it wandered away—away—to an indefinite distance—it died.” – Jane Eyre by Charlotte Brontë
• “All in vain; because Death, in approaching him, had stalked with his black shadow before him, and enveloped the victim.” – The Tell-Tale Heart by Edgar Allan Poe
• “The ship danced over the waves, eager to return to Ithaca.” – The Odyssey by Homer
• “The windmill loomed over the farm, its blades turning with a relentless determination …” – Animal Farm by George Orwell
• “The fire’s fingers reached out, devouring the pages of the forbidden books.” – Fahrenheit 451 by Ray Bradbury
• “The moors sighed with the weight of the secrets they held, whispering tales of love and revenge.” – Wuthering Heights by Emily Brontë
• “The sun persists in rising, so I make myself stand.” – The Hunger Games by Suzanne Collins
• “Arise, fair sun, and kill the envious moon / Who is already sick and pale with grief …” – Romeo and Juliet by William Shakespeare
• “The Triwizard Cup is waiting. It is waiting for you.” – Harry Potter and the Goblet of Fire by J.K. Rowling

Personification Examples From Poetry

• “Because I could not stop for Death – / He kindly stopped for me – / The Carriage held but just Ourselves – / And Immortality.” – Because I Could Not Stop for Death by Emily Dickinson
• “I wandered lonely as a cloud …” – Daffodils by William Wordsworth
• “The moon was shining sulkily / Because she thought the sun / Had got no business to be there / After the day was done.” – The Walrus and the Carpenter by Lewis Carroll
• “Earth felt the wound; and Nature from her seat, / Sighing, through all her works, gave signs of woe.” – Paradise Lost by John Milton
• “The aspens at the cross-roads talk together / Of rain …” – Aspens by Edward Thomas
• “And the silken, sad, uncertain rustling of each purple curtain / Thrilled me—filled me with fantastic terrors never felt before.” – The Raven by Edgar Allan Poe
• “The troubled sky reveals / The grief it feels.” – Snow-Flakes by Henry Wadsworth Longfellow
• “Eight balloons no one was buyin’ / All broke loose one afternoon. / Eight balloons with strings a-flyin’, / Free to do what they wanted to.” – Eight Balloons by Shel Silverstein
• “The little white clouds are racing over the sky …” – Magdalen Walks by Oscar Wilde
• “The fog comes / on little cat feet. / It sits looking / over harbor and city / on silent haunches / and then moves on.” – Fog by Carl Sandburg

Song Lyrics Personification Examples

• “You start to freeze as horror looks you right between the eyes.” – Thriller by Michael Jackson
• “And so today, my world it smiles.” – Thank You by Led Zeppelin
• “I want to wake up in a city / That doesn’t sleep.” – New York, New York by John Kander and Fred Ebb
• “Time grabs you by the wrist, directs you where to go.” – Good Riddance (Time of Your Life) by Green Day
• “They reach into your room, oh, just feel their gentle touch. / When all hope is gone, sad songs say so much.” – Sad Songs by Elton John
• “The highway don’t care if you’re all alone.” – Highway Don’t Care by Tim McGraw
• “And the saddest fear comes creeping in …” – I Knew You Were Trouble by Taylor Swift
• “The high yellow moon won’t come out to play.” – Concrete Jungle by Bob Marley
• “A shining new era is tiptoeing nearer …” – Be Prepared from The Lion King
• “Here comes the sun.” – Here Comes the Sun by The Beatles

How do you teach personification in your classroom? Come share your ideas in the We Are Teachers HELPLINE group on Facebook .

Plus, appealing alliteration examples (plus teaching ideas) ..

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PERSONIFICATION - FIGURE OF SPEECH: WORKSHEETS WITH ANSWERS

Subject: English

Age range: 7-11

Resource type: Worksheet/Activity

Last updated

15 November 2021

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These Worksheets with Answers are perfect for teaching Figure of Speech - Personification. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these exercises that are carefully planned for student engagement.

After attempting these New Bloom’s Taxonomy-based activities students will be able to:

• Identify the human characteristics ascribed to non-human entities in a given text.
• Define personification and state its impact on the reader.
• Show examples of writing that allow readers to personify non-human entities.
• Interpret a given text and identify the examples of personification.
• Evaluate a text and explain how personification is used in it.
• Help readers relate to non-human elements through writing and help make it more active.

This Download Includes:

• EXERCISE 1: Identify the human characteristics given to the non-human entities (specific and non-specific) in the following sentences.
• EXERCISE 2: Identify the human traits (specific and general) given to non-human entities in the following sentences.
• EXERCISE 3: Watch the video – Personification (Literary Device) – and answer the following questions.
• EXERCISE 4: Identify a characteristic or an action of a human in the following pictures – Part 1-2.
• EXERCISE 5: Identify what is personified in these pictures and mention the human characteristic given to no-humans things.
• EXERCISE 6: Personification in Advertising: What is personified and how? – Part 1-2
• EXERCISE 7: Give a human characteristic to a non-human thing as shown in the pictures.
• EXERCISE 8: Test your understanding of personification.
• EXERCISE 9: Answer the following questions to check your understanding of personification.
• EXERCISE 10: Take this test to test your knowledge of using personification.
• EXERCISE 11: Follow PEE (Point-Evidence-Explain) model to evaluate the poet’s use of personification in the poem.
• EXERCISE 12: Follow the PEEL model to explain the reader impact of the use of personification in the poem.
• EXERCISE 13: Attempt any one of the following to demonstrate your understanding of personification in writing.
• EXERCISE 14: Identify the word that is a characteristic or an action of a human.
• EXERCISE 15: Fill in the blanks with examples of personification.
• EXERCISE 16: Identify which part of the phrase is the personification.
• EXERCISE 17: Identify the word or phrase that is used to personify. State what is personified and how.
• EXERCISE 18: Imagine “Winter” as a person knocking at the door and write a poem.

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FIGURATIVE LANGUAGE WORKSHEETS WITH ANSWERS BUNDLE

This bundle of 10 products (Worksheets with Answers) is perfect for teaching Figures of Speech - Simile, Metaphor, Hyperbole, Analogy, Personification, Sensory Imagery, Irony, Synecdoche, Metonymy, Alliteration, Onomatopoeia, Repetition, Rhyme and Idioms. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these exercises that are planned for student engagement. After completing these lessons, the students will be able to: * Define various figures of speech with examples. * Compare and contrast various figures of speech. * Examine the examples of various figures of speech to identify their meaning. * Interpret a given text and identify the examples of various figures of speech. * Evaluate a text and explain how various figures of speech have impact on the reader. * Use figures of speech to make writing poetic and to express creatively and concisely. This bundle includes Worksheets on: * Rhetorical Comparison Devices: 23 Exercises * Rhetorical Sound Devices: 35 Exercises * Sensory Imagery – Word Images: 17 Exercises * Personification – Figure of Speech: 18 Exercises * Irony Types – Verbal, Situational, Dramatic: 20 Exercises * Synecdoche vs Metonymy: 27 Exercises * Oxymoron: 22 Exercises * Idioms: 15 Exercises * Elegy: 8 Exercises * Metaphor: 22 Exercises * Simile: 28 Exercises Here are some other possible uses for these in your classroom: * To challenge early finishers * For effective tutoring * As ESL stations and sub tubs * As holiday work and homework * For small group collaborations * For an end of unit assessments * For reinforcement and enrichment ◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈ Save 50% on this BUNDLE! Note: These are also sold separately! ◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈

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These bundled resources are perfect for teaching Figure of Speech - Personification. These no prep activities would be great for English lessons or English centers. Your students will love these ELA Boom Cards, Google Slides, PPT, Unit Plan, Worksheets and Scaffolding Notes. After completing this unit students will be able to: * Identify the human characteristics ascribed to non-human entities in a given text. * Define personification and state its impact on the reader. * Show examples of writing that allow readers to personify non-human entities. * Interpret a given text and identify the examples of personification. * Evaluate a text and explain how personification is used in it. * Help readers relate to non-human elements through writing and help make it more active. This download includes: * Boom Cards: 32 Digital Task Cards * Unit Lesson Plan: 21 Pages * Scaffolding Notes: 5 Handouts * Worksheets with Answers: 18 Exercises * PowerPoint Presentation: 22 Slides * Google Slides: 22 Slides Here are some possible uses for these in your classroom: * To challenge early finishers * For effective tutoring * As ESL stations and sub tubs * As holiday work and homework * For small group collaborations * For an end of unit assessments * For reinforcement and enrichment ◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈ Save 30% on this BUNDLE! Note: These are also sold separately! ◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈

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Personification

Personification Definition

What is personification? Here’s a quick and simple definition:

Personification is a type of figurative language in which non-human things are described as having human attributes, as in the sentence, "The rain poured down on the wedding guests, indifferent to their plans." Describing the rain as "indifferent" is an example of personification, because rain can't be "indifferent," nor can it feel any other human emotion. However, saying that the rain feels indifferent poetically emphasizes the cruel timing of the rain. Personification can help writers to create more vivid descriptions, to make readers see the world in new ways, and to more powerfully capture the human experience of the world (since people really do often interpret the non-human entities of the world as having human traits).

Some additional key details about personification:

• Personification isn't exclusive to the use of human attributes to describe non-human things. If a writer describes a non-human thing as performing a human action, the writer is personifying that thing. The sentence, "The rain mocked the wedding guests' plans," qualifies as personification just as much as the sentence, "The rain was indifferent," does.
• The word "personification" has another, separate meaning from its function as a literary device. The word can also be used to indicate that someone embodies a certain quality or concept. For instance, some people think that the Queen of England is the personification— or the embodiment—of civility. However, this guide focuses only on personification as a literary device.

Personification Pronunciation

Here's how to pronounce personification: per- sahn -if-ick-ay-shun

Personification Explained

Personification is a powerful and widely-used literary tool for several reasons. One reason is that it allows readers to develop a greater sense of relation to and identification with non-human entities. Attributing a human emotion to something inanimate—as in the sentence about "indifferent rain"—can make that thing easier to understand and more vivid in the reader's imagination, while at the same time presenting a significantly more complex description than is possible with the use of traditional adjectives like "wet" or "gray".

Personifying a Non-Human Thing as a Complete Person

Personification typically involves bestowing a single human quality upon a non-human thing. For instance:

• The rain was indifferent to their plans.
• The waves winked in the sunlight.
• The wind played hide-and-go-seek among the trees.

However, sometimes personification involves referring to a non-human thing as a complete person with many human qualities. Consider the way in which old-fashioned ship captains referred to their vessels as "she," or the way in which Kanye West refers to his beloved city of Chicago as a girl named "Windy." (Scroll down to "Personification in Music" for an analysis of those lyrics.) Both cases count as personification—Kanye asks us to momentarily re-imagine something nonhuman (Chicago) as human, because that way we'll be able to understand that the city has a personality and a soul that make him feel connected to it just as he would feel connected to a romantic partner. Similarly, it was common for sea captains back in the day to casually refer to their ships as "she" in order to convey that they felt as much respect, gratitude, and responsibility for the ships as they would towards a woman they loved.

Personification vs. Anthropomorphism

Personification is the attribution of human characteristics to a non-human entity for the purpose of creating figurative language and imagery . Anthropomorphism , by contrast, is the literal attribution of human characteristics to animals and other non-human things, often for the purpose of creating a specific type of character: a non-human being that behaves like a human. Winnie the Pooh, the Little Engine that Could, and Simba from the movie The Lion King are all examples of anthropomorphism. The human qualities assigned to these characters are not just figurative ways of describing them, as they are in personification. Rather, in anthropomorphism the non-human entities actually do human things like talking, falling in love, wiggling their eyebrows, and generally behaving like people behave.

Winnie the Pooh, the Little Engine that Could, and Simba from The Lion King are not examples of personification. When we use personification, we don't create characters, but instead simply describe non-human things as possessing human characteristics, like in the sentence, "The wind played hide-and-go-seek among the trees." In this case, the wind didn't actually grow arms, legs, and a mouth to count down from twenty. That would be anthropomorphism. Instead, the wind looks and behaves as wind normally does, but through the power of personification the reader can now imagine the wind's movement in a completely new way, because he or she can now compare that movement to the familiar but different movement of playing hide-and-go-seek.

Personification Examples

Examples of personification in literature.

Writers use personification to create startling or whimsical visual images, which help to make the world of a book or poem all the more vivid in a reader's imagination. Often, authors use personification to describe the hidden lives of objects as a way of calling the reader's attention to the underlying mood, conflicts, or themes of the novel—of which even the characters themselves may not be fully aware.

Personification in Virginia Woolf's To the Lighthouse

To the Lighthouse takes place in a summer house on the Isle of Skye, off the coast of Scotland. Part 1 of the book describes an eventful summer that the family spends in the house, while Part 2, "Time Passes," describes the passage of the seasons when the family is away from the house. In this example from Part 2, Chapter 2, Woolf describes the summer house in the family's absence:

Nothing stirred in the drawing-room or in the dining-room or on the staircase. Only through the rusty hinges and swollen sea-moistened woodwork certain airs, detached from the body of the wind (the house was ramshackle after all) crept round corners and ventured indoors. Almost one might imagine them, as they entered the drawing-room questioning and wondering, toying with the flap of hanging wall-paper, asking, would it hang much longer, when would it fall? Then smoothly brushing the walls, they passed on musingly as if asking the red and yellow roses on the wall-paper whether they would fade, and questioning (gently, for there was time at their disposal) the torn letters in the waste-paper basket, the flowers, the books, all of which were now open to them and asking, Were they allies? Were they enemies? How long would they endure?

In this passage, Woolf personifies the wind by describing it as though it were a person who, "questioning and wondering," ventures through rooms and creeps around corners, inspecting the family's possessions and "toying with" them. Woolf could easily have written a more straightforward description of the house and the items within it. However, through the use of personification she allows the reader to identify with the wind, and in doing so to discover or "venture into" the empty house as the wind does here, "musingly" and curiously.

Personification in Ernest Hemingway's The Old Man and the Sea

The Old Man and the Sea is the story of an unlucky fisherman named Santiago. Santiago has been unable to catch a fish for 84 days, but on the 85th day catches the biggest marlin he has ever seen. Then, on the 86th day, he catches a dolphin (a type of fish; not the ocean mammal) for dinner:

Just before it was dark, as they passed a great island of Sargasso weed that heaved and swung in the light sea as though the ocean were making love with something under a yellow blanket, his small line was taken by a dolphin.

Hemingway's personification of the ocean as "making love" both captures the rolling nature of the waves and also speaks to the fact that, after his change of luck, Santiago once again sees the ocean as a "partner" full of vitality and teeming with life.

Personification in Shakespeare's Romeo and Juliet

In the following passage from Act 2, Scene 2 of Romeo and Juliet , Romeo sneaks into Juliet's garden and catches a glimpse of her on her balcony:

But, soft! what light through yonder window breaks? It is the east, and Juliet is the sun. Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief, That thou, her maid, art far more fair than she. Be not her maid, since she is envious; Her vestal livery is but sick and green And none but fools do wear it; cast it off.

Romeo compares Juliet to the sun, and describes the moon as being envious of Juliet's beauty. Romeo's description of the moon as being female—in addition to its having feelings of envy, sickness, and grief—is an example of personification. When he pleads with Juliet, "Be not her maid," he's not only referring to the "jealous moon"—he's also making subtle reference to Diana, the goddess of the moon and virginity (whose devotees wore green). Thus, personifying the moon allows Romeo not only to express his wonder at Juliet's "celestial" beauty, but also to communicate his hope that Juliet isn't too chaste to get involved him.

Personification in Nathaniel Hawthorne's The Scarlet Letter

In Chapter 1 of The Scarlet Letter , Hawthorne describes a wild rose bush that grows in front of Salem's gloomy wooden jail:

But, on one side of the portal, and rooted almost at the threshold, was a wild rose-bush, covered, in this month of June, with its delicate gems, which might be imagined to offer their fragrance and fragile beauty to the prisoner as he went in, and to the condemned criminal as he came forth to his doom, in token that the deep heart of Nature could pity and be kind to him.

In the context of the novel's setting in 17th century Boston, this rose bush, which grows wild in front of an establishment dedicated to enforcing harsh puritan values, symbolizes those elements of human nature that cannot be repressed, no matter how strict a community's moral code may be: desire, fertility, and a love of beauty. By personifying the rosebush as "offering" its blossoms to reflect Nature's pity (Nature is also personified here as having a "heart"), Hawthorne turns the passive coincidence of the rosebush's location into an image of human nature actively resisting its constraints.

Examples of Personification in Music

Musicians often use personification in their lyrics for the same type of poetic effect that the technique can have in a literary context. However, the musicians who wrote the following songs don’t just give non-human entities human attributes, but actually describe the entities as complete people. This more comprehensive, figurative transformation of a thing—in the case of the following examples, a city or a drug—into a person allows the musicians to partially hide the true identity of what the song describes. In some cases, the musician may want to hide the meaning in order to play with language and with the listener’s expectations. In others, the musician may do so in order to share an experience that isn’t appropriate for a general audience.

Personification in Kanye West's "Homecoming"

"Homecoming" ( Graduation, 2007) is Kanye's ode to his hometown of Chicago, where he moved at the age of three. Instead of praising Chicago directly, West personifies the city by singing about it as though it were a girl named "Windy"—a reference to Chicago's nickname, "The Windy City":

I met this girl when I was 3 years old And what I loved most, she had so much soul She said, "Excuse me, lil homie, I know you don't know me But my name is Windy and I like to blow trees"... And when I grew up, she showed me how to go downtown In the nighttime her face lit up, so astoundin' I told her in my heart is where she'll always be She never messed with entertainers cause they always leave She said, "It felt like they walked and drop on me"

Through the use of personification, Kanye creates an enjoyable experience of discovery for the listener, who may in fact believe that the song is about a real girl named Windy until he or she listens more closely to the lyrics. In this case, the use of personification adds a whole new dimension to the song.

Personification in The Beatles' "Lucy in the Sky with Diamonds"

Though there is some debate as to the lyrics’ true meaning, “Lucy in the Sky with Diamonds” ( Sgt. Peppers Lonely Hearts Club Band, 1967) is widely perceived as a coded reference to LSD: a psychedelic drug that The Beatles experimented with around the time they wrote this song. Assuming that “ L ucy in the S ky with D iamonds” does in fact refer to LSD, it’s an excellent example of personification:

Picture yourself in a boat on a river With tangerine trees and marmalade skies Somebody calls you, you answer quite slowly A girl with kaleidoscope eyes Cellophane flowers of yellow and green Towering over your head Look for the girl with the sun in her eyes And she's gone Lucy in the sky with diamonds Lucy in the sky with diamonds Lucy in the sky with diamonds Ahhh

Personification allows the Beatles to describe their LSD-induced hallucinations—which, they asserted openly, were important to their creative process—in a veiled way, so that only listeners who were clued into that particular drug culture could detect the reference.

Why Do Writers Use Personification?

Writers use personification to create memorable images with language, allowing readers to experience works of literature more vividly. Depending on the text, however, a writer may have a more specific purpose for using personification. Consider Bluets, by Maggie Nelson, a book made up of short, numbered vignettes in which the author conducts a poetic form of "field research" on her love for the color blue. In the following lines, Nelson wonders if the color blue can help her combat feelings of loss after a recent break-up:

71. I have been trying, for some time now, to find dignity in my loneliness. I have been finding this hard to do. 72. It is easier, of course, to find dignity in one's solitude. Loneliness is solitude with a problem. Can blue solve the problem, or can it at least keep me company within it? —No, not exactly. It cannot love me that way; it has no arms. But sometimes I do feel its presence to be a sort of wink— Here you are again, it says, and so am I.

Here, Nelson uses the technique of literary personification to accomplish something she wishes she could do in real life: replace her love for her former partner with her love for the color blue. She acknowledges that a reciprocal love between herself and blue is impossible in reality—"blue" is incapable of "keeping [her] company" because "it has no arms," or isn't human. However, immediately after this acknowledgement she personifies blue, writing that she sometimes feels its presence as a "wink" of acknowledgement. Thus, Nelson uses literary personification to make blue acknowledge her in her writing, as in reality only another lover or person can.

Other Helpful Personification Resources

• The Wikipedia Page on Personification: A straightforward explanation with examples.
• The Dictionary Definition of Personification: A basic definition and history of the term. The word personification was first used in the mid 1700s.
• An entertaining video collage about the difference between anthropomorphism and personification.
• A recording of the Beatles rehearsing "Lucy In The Sky With Diamonds."

• PDFs for all 136 Lit Terms we cover
• Downloads of 1970 LitCharts Lit Guides
• Teacher Editions for every Lit Guide
• Explanations and citation info for 41,543 quotes across 1970 books
• Downloadable (PDF) line-by-line translations of every Shakespeare play
• Anthropomorphism
• Figurative Language
• Climax (Figure of Speech)
• Stream of Consciousness
• Common Meter
• Parallelism
• Rhyme Scheme
• Foreshadowing
• Dramatic Irony
• Round Character
• Onomatopoeia
• Antimetabole
• Anadiplosis

How To Teach Personification

Written by Dan

Last updated December 15, 2023

Understanding personification in literature and using it correctly can be a challenge for young students. However, with the right resources and strategies, teaching personification to children can be simple! This article will cover creative tips for introducing and engaging kids with personification concepts.

We’ll discuss how to effectively illustrate the topic using examples from classic literature and modern popular culture references. With these ideas in mind, you’re sure to find success while helping your students grasp this essential literary element!

Related : For more, check out our article on  How To Use Speech Marks Correctly  here.

Table of Contents

What Is Personification And Why Is It Important To Teach Children About It

Personification is a figure of speech where inanimate objects, animals, or ideas are given human qualities or characteristics. This literary device can provide readers with an entirely new perspective on familiar topics and help them consider them with more detail or complexity.

It is, therefore, an essential tool to teach children to introduce them to creative thinking and encourage excellent descriptive writing. Personification is also helpful because it makes abstract ideas more accessible by providing a visual representation that children may have difficulty understanding otherwise.

Personification allows us to connect familiar concepts excitingly, inspiring imaginations and sparking conversation by making simple connections between human qualities and non-human objects.

Using Examples to Illustrate Personification

To make this concept come to life, providing your students with real-world examples of personification can be beneficial. Point out to them that the characters in favourite stories often exhibit personification traits; for instance, does a character speak or act like a natural person?

Some animated films are also great for teaching about this literary device; for example, many Disney movie characters are animated objects that come alive through personification.

Bring eyes to life by having your students create their personifications—either from scratch or by basing them off classic works such as Aesop’s Fables—to illustrate what they’ve learned. By putting your students in charge of creating their examples, they will better understand and appreciate personification.

Activities To Introduce Personification To Kids

Introducing children to personification can be a fun and rewarding activity. Kids can learn about giving human qualities to inanimate objects, animals, and concepts through imaginative exercises and engaging stories.

Teachers can introduce children to personification by reading stories that feature personified characters, acting out scenes for them, and having them create their own stories with displayed characters. These activities give children an understanding of personification and help foster a love for reading, writing, and storytelling.

Tips for Making Learning About Personification Fun

By making personification fun, kids will be more receptive to the concepts being taught and more easily remember what they’re learning for later use. One fun way to teach about personification is by creating stories with your students involving all the significant elements: characters, setting, plot, etc., and then selecting keywords or phrases from the story to personify.

You could also use songs or movies to identify examples of personification in literature or media. Additionally, turning classic works of literature into skits and having your students put their spin on them by incorporating personification can be incredibly rewarding for both you and your students.

Personification doesn’t have to be complex or tedious; by making it fun and engaging, you can transform a complex topic or seemingly mundane piece of literature into a fascinating learning experience.

Common Mistakes When Teaching Personification

Teaching personification to children can sometimes feel daunting, but it is achievable with effective communication and creative guidance. Common mistakes include needing to fully explain what personification is and being too lenient in how one understands the use of figurative language.

Another mistake is to provide more examples to demonstrate the concept. To avoid these pitfalls, explain personification, allowing time for practice inside and outside the classroom. Additionally, provide measures your students can relate to and encourage their use for poetic purposes. With these steps in place, you will be well on your way to success when teaching children about personification.

Personification is a great way to engage children and help them learn basic writing skills. It encourages creative thinking and allows them to look at the world from a different perspective. Teaching this concept can be exciting and even fun with the right approach! By following these guidelines, you will be well on your way to introducing personification in a thorough, fun and effective manner.

Don’t forget to include activities that will make learning engaging, provide lots of examples and remember to have patience, as mistakes will inevitably happen. With practice and dedication, you can become an expert in teaching personification to children!

Personification Examples

Here are 20 sentences showing personification:

• The wind whispered secrets through the trees.
• The sun smiled down on the children playing in the park.
• The flowers danced in the breeze.
• The moonlight painted a silver path on the water.
• The car engine roared to life.
• The waves crashed angrily against the shore.
• The leaves rustled their approval as we walked by.
• Time flies when you’re having fun.
• Fear gripped her heart like a cold hand.
• Hope is a light that guides us through dark times.
• The storm clouds loomed menacingly overhead.
• Laughter bubbled up from within her like a fountain of joy.
• Love is a rose with thorns that can wound but also heal.
• The city streets were alive with the sound of traffic and people rushing about like ants.
• Loneliness crept into his heart like a thief in the night.
• Despair hung heavy over her like a dark cloud she couldn’t shake off.
• Her words were music to my ears, soothing and sweet like honey on my lips.
• Time marched relentlessly, never stopping for anyone or anything in its path.
• Curiosity burned inside her like a flame, driving her to explore and discover new things around every corner.
• The river ran swiftly, eager to reach its destination.

Personification Resources

• TeachStarter – This website overviews personification and how it can be used in writing. It also includes examples and teaching resources for using personification effectively in the classroom. Link:  https://www.teachstarter.com/gb/blog/what-is-personification-in-literature-definition-examples-and-teaching-resources/
• PoetryFoundation.org – This website has an informative article on personification that explains what it is and how it works in poetry and provides examples of different types of personification. There are also exercises that students can do to practice identifying and using personification correctly. Link:  https://www.poetryfoundation.org/learn/glossary-terms/personification
• K12Reader.com – This website offers various worksheets on personification, including activities and games to help children learn about them in a fun way. There are also helpful teaching guides for educators who want to incorporate personification into their lessons. Link:  https://www.k12reader.com/term/personification/
• LiteraryDevices.net – This website offers an extensive personification guide covering everything from basic definitions to advanced usage rules for more complex sentences. The guide includes examples and quizzes to test your understanding of the topic and tips for avoiding common mistakes when using personification in your writing. Link:  https://literarydevices.net/personification/
• ReadWriteThink.org – This website offers lesson plans and resources for teachers looking to teach their students about personification in a creative way through poetry writing or other literary devices such as metaphors or similes. There are ideas for incorporating drama, art, and other subjects into lessons on grammar and punctuation, as well as printable worksheets and activities for students to complete independently or as part of group work. Link:  http://www.readwritethink.org/classroom-resources/lesson-plans/making-metaphor-personifying-poem-797.html

Q: What is personification?

A: Personification is a literary device that gives human qualities to non-human things or abstract ideas. It’sIt’s a way of making writing more exciting and engaging by creating vivid images in the reader’sreader’s mind.

Q: Why is personification important?

A: Personification can help writers create more memorable and impactful descriptions and add depth and meaning to their writing. It can also make complex concepts easier to understand by giving them relatable human qualities.

Q: How do you use personification effectively?

A: To use personification effectively, it’s essential to choose the proper object or idea to personify and then use descriptive language that brings it to life. The best personifications are surprising and creative and evoke strong emotions in the reader.

Q: Can you give some examples of practical personification?

A: Sure! Here are some examples: “”The wind whispered secrets through the trees.”” “”The sun smiled down on us from a clear blue sky.”” “”Fear gripped her heart like a cold hand.”” “”The city streets were alive with the sound of traffic and people rushing about like ants.””

Q: Is there such a thing as using too much personification?

A: Yes, overusing personification can make writing seem forced or unrealistic. It’sIt’s crucial to balance using enough description to create vivid images without going overboard.

Q: What are some other literary devices that work well with personification?

A: Similes and metaphors often work well with personification because they also involve comparing one thing to another to create meaning. Alliteration (repeating sounds at the beginning of words) can also be used effectively with personification.

Related Posts

About The Author

I'm Dan Higgins, one of the faces behind The Teaching Couple. With 15 years in the education sector and a decade as a teacher, I've witnessed the highs and lows of school life. Over the years, my passion for supporting fellow teachers and making school more bearable has grown. The Teaching Couple is my platform to share strategies, tips, and insights from my journey. Together, we can shape a better school experience for all.

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Personification for Grade 5

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In the literary world of fifth graders, personification stands as a beacon of creativity, transforming ordinary descriptions into vivid and relatable scenarios. This tool breathes life into inanimate objects, painting vibrant mental images. As students journey through Grade 5, mastering the art of personification not only elevates their writing but also deepens their reading comprehension. Explore rich personification examples , learn the nuances of crafting these expressive sentences, and discover tips to harness this figurative language tool effectively.

What is personification for 5th grade? – Definition

For fifth graders, personification is a figurative language technique where they give human qualities or actions to non-human objects, animals, or ideas. This helps make their descriptions more vivid and relatable. Imagine a scenario where the “sun smiles down” or the “wind whispers secrets.” Here, the sun and wind are given human actions (smiling and whispering), making the scenario more imaginative and engaging.

What Is the Best Personification Example for Grade 5?

“One morning, the old clock on the wall groaned loudly, signaling it was time for school, even though its ticking heart wished for a few more moments of rest.”

This example paints a vivid picture by giving the clock emotions and actions like groaning and wishing, making it easier for Grade 5 students to connect with and visualize the scene.

100 Personification Examples for Grade 5

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Dive into the world of personification with these vivid examples. Perfect for Grade 5 learners, these illustrations breathe life into inanimate objects and concepts, sparking creativity and enhancing expression. As students journey through, they’ll encounter everyday items transformed into lively characters, enriching their imaginative landscape and bolstering their language skills.

• The moon danced gracefully across the night sky.
• The flowers nodded their heads in agreement.
• The waves reached out, trying to touch the playful children.
• The wind sang lullabies to the sleepy village below.
• The stars winked mischievously at the dreamers below.
• The trees whispered their secrets to anyone who’d listen.
• The old bridge sighed under the weight of its years.
• The pencil raced across the page, eager to tell its story.
• The thunder grumbled like an upset stomach.
• The candle flames danced to their own silent music.
• The mailbox waited eagerly for letters.
• The car coughed and spluttered before coming to life.
• The raindrops serenaded the roof with their gentle tapping.
• The camera captured memories, holding them tight.
• The mountains watched over the valley with age-old wisdom.
• The washing machine groaned, tired from its endless cycles.
• The city lights twinkled in the distance like a sea of fireflies.
• The chocolate bar was calling my name from the kitchen.
• The kettle sang to announce it was tea time.
• The clouds blanket the earth with their protective shade.
• The book beckoned me, urging me to dive into its pages.
• The sunflower turned its head, tracking the sun’s journey.
• The winter’s chill bit at our noses and fingers.
• The diary hides secrets of a thousand silent screams.
• The shoes whispered stories of the places they’d been.
• The computer begged for a break after hours of work.
• The ocean threw a tantrum, hurling waves at the shore.
• The alarm clock screamed, pulling me from dreams.
• The blanket hugged me tight on cold winter nights.
• The leaves danced their way to the ground.
• The door groaned in protest every time it opened.
• The guitar cried sweet melodies into the night.
• The playground swings begged for attention.
• The river told tales of distant lands and ancient battles.
• The clouds painted pictures in the sky with their formations.
• The oven yawned, ready to devour the cake.
• The ballerina flowers pirouetted in the gentle breeze.
• The radio poured out songs, filling the room with nostalgia.
• The curtains played peek-a-boo with the morning sun.
• The refrigerator hummed a tune, keeping our food fresh.
• The train’s wheels chattered on the endless tracks.
• The ladder reached for the sky, one rung at a time.
• The mirror reflected stories of beauty and despair.
• The chocolates in the box jostled for attention.
• The worn-out shoes sighed with every step.
• The sky painted its emotions with hues of pink and gold.
• The old teddy bear listened to all my secrets.
• The ancient tree stretched its arms, yawning at dawn.
• The rusty gate complained with a creak every time it moved.
• The soccer ball soared through the sky, eager for a goal.
• The tulips blushed under the warm gaze of the sun.
• The night sky draped a velvet blanket over the world.
• The phone blinked with anticipation with every message.
• The hurricane’s angry howl left devastation in its wake.
• The streetlights stood as silent sentinels in the night.
• The chocolate mousse melted with joy in my mouth.
• The watch counted the moments, each tick a memory.
• The mountains echoed back our shouts of joy.
• The waterfall sang songs of nature’s power and beauty.
• The car’s headlights pierced the darkness, guiding us home.
• The marshmallow clouds floated effortlessly above.
• The bell’s joyful ring announced recess time.
• The old book exhaled dust with each page turned.
• The road stretched ahead, full of possibilities.
• The apple blushed, ripe and ready to be picked.
• The garden burst into laughter with colorful blossoms.
• The snow hugged the ground, blanketing it in white.
• The shadows played on the walls as the fire flickered.
• The roses reached out, thorns and all, eager to be admired.
• The fire’s fingers reached out, warming everything they touched.
• The hat tipped its brim in a jaunty greeting.
• The clock’s hands raced, competing against time.
• The wind howled its fury, rattling the windows.
• The old coat wrapped its warmth around me like a hug.
• The sun kissed the horizon goodbye each evening.
• The wall clock ticked away, marking moments and memories.
• The keys on the piano wept melodies of joy and sorrow.
• The house creaked, sharing tales of its many years.
• The lake mirrored the sky, capturing every hue.
• The kite tugged at its string, yearning for freedom.
• The sun stretched its rays, pushing away the night.
• The backpack carried the weight of my school world.
• The daisies smiled up, spreading cheer wherever they grew.
• The snowflakes danced down, each a unique masterpiece.
• The orange burst with flavor, a party for the taste buds.
• The old barn stood tall, bearing witness to many harvests.
• The feather floated, riding on whispers of the breeze.
• The willow tree wept, its tendrils grazing the ground.
• The sun’s rays peeked through the clouds, playing hide and seek.
• The candle’s flame flickered, sending shadows dancing.
• The thunderclap announced the rain’s imminent arrival.
• The bookshelf groaned under the weight of stories untold.
• The wind’s gentle caress rustled the autumn leaves.
• The pot bubbled with excitement, awaiting the feast.
• The boots marched forward, stomping out a rhythm.
• The dandelions waved hello from their grassy beds.
• The rainbow arched, painting joy across the sky.
• The night lamp stood guard, warding off the darkness.
• The breeze whispered tales of distant shores.
• The autumn leaves crunched, narrating stories of change.

Personification Examples for Grade 5 with Answers

Explore these intriguing personification examples, crafted for Grade 5 minds. Each example is paired with an answer to aid understanding, helping students discern the subtle nuances of this literary device.

• The chair stood lonely in the corner. (The chair is given the emotion of loneliness.)
• The homework waited patiently for the student. (Homework is given the quality of patience.)
• The clock stared at me, as if reminding of the passing time. (The clock is given the ability to stare and remind.)
• The pencils chatted away in the box. (Pencils are given the ability to chat.)
• The chocolate seemed to jump out of the box into my hand. (Chocolate is given the ability to jump.)
• The ice cream sighed as it melted under the sun. (Ice cream is given the emotion of sighing.)
• The calendar on the wall marked the days, watching them fly by. (The calendar is given the ability to watch time pass.)
• The sandwich seemed to call out my name from the lunchbox. (The sandwich is given the ability to call someone.)
• The shoes begged to be taken off after a long walk. (Shoes are given the emotion of begging.)
• The notebook soaked in every word I wrote. (The notebook is given the ability to soak in words.)

Math Personification Examples for Grade 4

Personifying numbers and math concepts can make learning fun! Here are Grade 4 math-specific personification examples, turning abstract ideas into relatable scenarios.

• The numbers tangoed around the decimal point.
• The equation teased me with a tricky solution.
• The fractions whispered secrets about their denominators.
• The plus sign and the minus sign had an endless debate.
• Zero proudly declared itself the hero of multiplication.
• The geometry shapes threw a party in the math book.
• Division longed to split things up.
• The algebraic expressions dressed up in variables for the math masquerade.
• The number line stretched, eager to accommodate both negatives and positives.
• The angles chatted about how obtuse their adjacent friend was.

Wildlife Personification Examples for Grade 5

Wildlife, teeming with creatures and wonders, becomes even more vivid when personified. These Grade 5 examples infuse life into the wilderness in unexpected ways.

• The mountain greeted the climbing deer with steep trails.
• The waterfall chatted away with the pebbles below.
• The jungle whispered stories of ancient predators.
• The cacti in the desert stood as stoic guards.
• The northern lights danced in the Arctic sky’s ballroom.
• The geysers hissed, sharing the Earth’s tales.
• The glaciers moved slowly, sharing tales of icy realms.
• The coral reefs buzzed with colorful underwater gossip.
• The marshlands sang songs of the creatures hidden within.
• The gorges echoed with memories of wind and water.

Personification Examples for Grade 5 in Poems

Poetry breathes life into words. Discover how personification in Grade 5 poems can shape images, evoking emotions and painting vivid pictures.

• The stanza in the poem sighed with melancholy.
• The verses danced gracefully on the page.
• The rhyme scheme played hide and seek.
• The poetic lines weaved tales of yesteryears.
• The haiku whispered a story in just seventeen syllables.
• The sonnet wooed the reader’s heart with fourteen lines.
• The limerick chuckled with its quirky tone.
• The free verse roamed without any chains.
• The ode sang praises of its muse.
• The couplets paired, hand in hand, till the poem’s end.

Animal Personification Examples for Grade 5

Animals are fascinating subjects for personification, often depicted with human emotions. Let these Grade 5 examples entertain and educate with their playful narratives.

• The squirrels debated the best place to hide nuts.
• The lion’s mane boasted of royal tales.
• The dolphins giggled as they surfed the waves.
• The owl’s eyes narrated tales of the moonlit hunts.
• The kangaroo’s pouch whispered secrets of the outback.
• The cheetah’s spots bragged about their sprinting adventures.
• The tortoise dreamt of winning more races.
• The hummingbird’s wings hummed tunes of nectar-filled blooms.
• The penguin waddled with tales of icy escapades.
• The peacock’s feathers dazzled with stories of monsoon dances.

Personification Examples for Grade 5 in Literature

Literature thrives on personification, making inanimate objects and ideas come alive. These Grade 5 examples showcase the magic of this literary tool in storytelling.

• The castle’s walls whispered tales of ancient battles.
• The quill cried ink tears on the parchment.
• The novel’s spine bore the weight of its story.
• The chapters unveiled mysteries, page by page.
• The prologue hinted at the tale’s grandeur.
• The antagonist’s shadow loomed with malice.
• The epilogue sighed with the relief of closure.
• The heroine’s cloak fluttered with tales of bravery.
• The fictional towns buzzed with imaginary news.
• The plot twists sneaked up, surprising every reader.

Personification Examples for Grade 5 for Reading Comprehension

Reading comprehension can benefit immensely from personification. These Grade 5 examples engage readers, aiding their understanding of complex texts.

• The paragraphs unraveled mysteries, one sentence at a time.
• The footnotes hinted at more than met the eye.
• The facts stood proud, waiting to be acknowledged.
• The bibliography waved at sources from afar.
• The glossary whispered definitions to confused readers.
• The index pointed the way to hidden information.
• The preface set the stage for the adventure ahead.
• The table of contents promised a journey through pages.
• The review questions quizzed with a playful grin.
• The summary wrapped up the story with a contented sigh.

The Magic of Personification at Grade 5 Level

As students transition into the more intricate dimensions of literature and language in Grade 5, the art of personification becomes a key player. At this level, kids are more capable of understanding abstract concepts. Personification, a literary tool where non-human objects or abstract ideas are given human attributes, is a powerful technique to develop creativity, enhance vocabulary, and deepen comprehension. For 5th graders, it’s like opening a door to a world where the wind can sing, and the stars can dance, making language arts lessons all the more engaging.

How do you teach personification to 5th graders?

Teaching personification to fifth graders is about combining structured learning with fun:

• Introduction with Familiarity: Begin by introducing personification with familiar objects or animals. For instance, “The sun smiled down on us” or “The tree waved its branches.”
• Visual Aids: Use illustrations or cartoons where inanimate objects are depicted with human emotions or actions. Discuss these depictions with students.
• Interactive Discussion: Engage students in a discussion about what emotions or actions they would assign to certain objects. Why would a clock be “rushing” or a pencil be “tired”?
• Comparison: Show sentences without personification alongside those with it, emphasizing how the latter can be more evocative.
• Reading Aloud: Choose excerpts from children’s literature that beautifully employ personification.

How to Write a Personification for Grade 5: An Expanded Guide

Understanding the Basics of Personification Before diving into the writing process, it’s crucial for 5th graders to understand what personification is. At its core, personification is about giving human qualities or actions to non-human entities, be it objects, animals, or nature.

• Example: “The stars danced in the night sky.”

Step-by-Step Process to Crafting Personification

• Example: A mountain, a river, sadness, etc.
• Example: A mountain might be “proud,” a river might “rush,” and sadness might “linger.”
• Example: “The proud mountain stood tall” or “Sadness lingered in the room long after she left.”
• Use Varied Emotions: Encourage students to think beyond basic emotions or actions. Instead of the sun always “smiling,” maybe it “sighs” at the end of a long day.
• Example: “The wind whispered secrets to the trees.”
• Context Matters: Ensure that the personification makes sense within the context of what they’re writing. If they’re writing about a stormy night, a personified sentence like “The moon smiled brightly” might not fit.

Fine-Tuning and Refinement

• Revisit and Revise: Like all creative processes, the first attempt might not always be the best. Encourage students to revisit their sentences to see if there’s a more fitting or imaginative human trait they could use.
• Peer Review: This is an excellent way for students to get feedback. By sharing their personification sentences with peers, they can gain new perspectives and ideas.
• Incorporate Feedback: Once they have feedback, students should be encouraged to incorporate it, refining their sentences to make them more vivid and engaging.

Use External Inspiration

• Read Widely: By reading various books, especially literature that uses rich descriptions, students can come across numerous examples of personification. They should be encouraged to note these down and discuss why they work well.
• Visual Stimuli: Sometimes, looking at a picture can inspire personification. A photograph of a deserted house, for instance, can inspire sentences like, “The house, lonely and abandoned, waited for its owners.”

By following these steps and practices, 5th graders can master the art of personification, enriching their writing and making their descriptions more vivid and relatable.

Tips to Writing a Personification for Grade 5

• Be Observant: Encourage students to observe the world around them. How might a melting ice cream “feel” on a hot day?
• Use Strong Verbs: Words like “whispers,” “dances,” and “sighs” can instantly bring objects to life.
• Keep it Believable: The goal is to make the reader relate to the emotion or action being described. Overstretching can confuse.
• Revise and Refine: Like all good writing, going back and revising the personified sentences can make them stronger.
• Read Widely: The more examples they read, the better their own personification attempts will become.

Classroom Personification Activities Tailored for 5th Graders

• Personification Charades: Students write down personified actions on cards (e.g., “The teapot is shouting”). Others guess the action and the object.
• Personification Journal: Maintain a weekly journal where students note down personification examples they come across or think up.
• Illustrate It: Students pick a personified sentence and draw it.
• Story Time: Give them a set of inanimate objects. Their task? Write a short story using personification for each item.
• Personification Poetry: A fun way to delve deeper! Have students write poems where every line has an example of personification.

Remember, the objective is to make learning personification an enjoyable and insightful experience for 5th graders. The more they practice, the more naturally it will come to them!

Text prompt

• Instructive
• Professional

10 Examples of Public speaking

20 Examples of Gas lighting

Analyzing Examples of Personification in Poetry: Includes Poems by Nancy Willard, Emily Dickinson & Others

• Trent Lorcher
• Categories : Literature study guides and chapter summaries
• Tags : Homework help & study guides

Personification Mastery

What you should know about personification:

• Define personification–the giving of human qualities to inanimate objects.
• Identify examples of personification in poetry.
• Explain why the poet uses personification and how it relates to the theme of the poem.
• Write poetry using personification.
• Use personification to communicate more clearly.

I’ve done levels 1-3 for you. Once you are confident in your ability to complete these levels independently, you should be ready for levels 4 and 5.

Examples of Personification in Poetry

Poem : “The Cat and the Fiddle” by Mother Goose - Let’s start with an easy one to give you an example of poetry analysis.

Personification : The dish ran away with the spoon.

Analyisis : Mother Goose includes a dish running away with a spoon to emphasize the otherworldliness and silliness of the setting of her poem. Keep in mind the audience. Little children find cows jumping over the moon, dogs laughing, and dishes running believable and enjoyable.

Poem : “Two Sunflowers Move into the Yellow Room” by Nancy Willard

Personification : “Ah, William, we’re weary of weather,” / said the sunflowers, shining with dew. / “Our traveling habits have tired us. / Can you give us a room with a view?”

Analysis : Sunflowers can’t speak…unless they’re part of a poem that has personified them. These two jovial talking sunflowers contribute to the poem’s mood. They seem like jolly good sunflowers, don’t they? Nancy Willard wrote this poem as part of a children’s book titled “A Visit to William Blake’s Inn. This is typical of her poetry about simple objects that hint at a larger narrative.

Poem : “She sweeps with many-colored brooms” by Emily Dickinson

Personification : She sweeps with many-colored Brooms – / And leaves the Shreds behind – / Oh Housewife in the Evening West – / Come back, and dust the Pond!

Analysis : The personification of the sunset is accomplished with the poem’s first word. Just in case you miss it, it’s referred to as a housewife in line 3. Using a common housewife to represent a spectacular setting sun calls attention to the wonderful work wives and mothers accomplish on a daily basis, but is only recognized through its effects (good children). It could also mean the end of submissive wives. I’ll let you decide.

Poem : “I Wandered Lonely as a Cloud” by William Wordsworth

Personification : Ten thousand (daffodils) saw I at a glance, / Tossing their heads in sprightly dance. / The waves beside them danced; but they / Out-did the sparkling waves in glee

Analysis : Wordsworth reflects upon an experience he has with nature and embodies it with human characteristics. To the poet, nature is alive and full of joy. The poem compares nature to the Universe and the need for one to be one with it.

This post is part of the series: Analyzing the Elements of Poetry

Impress your friends and teachers with your knowledge of poetry.

• Examples of Imagery in Poetry with Analysis
• Examples of Similes in Poetry and a Study Guide
• Poetry Analysis Study Guide: Examples of Metaphors in Poetry
• Examples of Personification in Poetry with Analysis
• Examples of Poetry Using Figurative Language with Analysis

I have a million hours of homework to do. * O Metaphor O Personification O Simile O Hyperbole O Idiom Explain why

Metaphor- comparing things without like or as

Personification- giving something nonliving human characteristics

Simile- comparing two things with like or as

Hyperbole- an over exaggeration statement

Idiom-a group of words established by usage as having a meaning not deducible from those of the individual words  

Explanation:

The statement "I have a million hours of homework to do" is an example of hyperbole . Hence, option D is correct.

Hyperbole is a figure of speech in which exaggeration is used for emphasis or dramatic effect. In this case, the speaker is exaggerating the amount of homework they have by saying "a million hours."

Hyperbole is commonly used in everyday language, literature , poetry, and even humor. By stretching the truth or amplifying certain qualities or characteristics, hyperbole captures attention, evokes emotions, and adds emphasis or humor to the message being conveyed.

Learn more about hyperbole here:

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Related Questions

01.04 HC In 5-7 complete sentences, summarize your Module One short story condensed milk, Give specific details about the exposition, rising action, climax, falling action, and resolution. Your response should address each element of plot

Condensed Milk is a story about a Russian Man trapped in Moscow's Butyrki prison. He shared a cell with a Man named Shestakov, and after awhile Shestakov called the Russian Prisoner over to tell him he had an idea, an idea that can lead them to their freedom. RP agreed to go along with this idea, planning each day/night, until one day RP thought 'n decided he did not want to go along with the plan, that he valued the food he always thought about instead of a few minutes of freedom in the woods.

Exposition: The story starts off by talking about Hunger and Barracks before revealing that the narrator was the one narrating about it, then it talks about where he is, and who was with him.

Rising Action: The man who shared the cell with RP called RP over to tell him he had an idea to escape, RP agrees, and they both start planning the escape.

Climax: RP was thinking more 'n more about food, and it was all he could think about.

Falling Action: His starvation and thoughts of food and his hunger leads RP to tell Shestakov that he no longer wanted to go along with the plan, that he should go without him.

Resolution: RP wasn't killed because he wasn't caught, nor was the Man when he escaped, he was treated with the same respect, and given the same benefits as before, so everyone was still stuck in the prison, and no goal was accomplished.

Exposition: What you need to know. Background information is presented, main characters are introduced, and the conflict is established.

Rising Action: The conflicts and challenges encountered by the characters. How they respond keeps the story moving forward.

Climax: The turning point in the conflict. Tension builds until the main character must make a decision or take action that determines the direction of the story.

Falling Action: The events that occur after the main character made the key decision in the story.

Resolution: The resolution is where all the questions are answered and loose ends are tied, providing a clear ending.

You're also just summarizing the story altogether as well.

In the story Condensed Milk, we are introduced to the main character whose name is not provided. It is told that he is a prisoner, in jail, and treated very harshly. This would be the exposition since it introduces the character and the setting. Moving on, we are introduced to another character, Shestakov and he presents a plan to escape from the prison. However, the protagonist could see right through him, he instantly knew it was a trap. So, he says that he agrees as long as he reviews condensed milk. This is the rising action since it leads to the climax. Later, the protagonist receives two cans of condensed milk and eats them while being watched by the rest of the prisoners. This was the climax since it was the main event of the story. Then, the protagonist drinks the condensed milk and denies the offer. This is the falling action. At the end of the book, the protagonist finds out that the people who went with Shestakov were fooled and he made a good decision to not go with him. This was the resolution.

Brainliest???

Which TWO sentences have no capitalization or comma errors? The amusing, nonsensical play Alice in Wonderland was exciting to watch. He wasn't happy, though, because officer Jackson gave him a ticket for speeding. We were on Main street going 50 miles per hour. We saw it before the Labor day holiday on Friday night. My dad took Grandma and us in his brand new SUV. 15. Check all that apply. please help

The two sentences that have no Capitalization or Comma errors are;

A comma mistake occurs when a comma is required but is missing, or when a comma is used when it is not technically required. Many individuals treat commas like salt, sprinkling them in at random to give spice to their work.

Some common comma mistakes are:

Capitalization mistakes occur when a writer capitalizes a term that does not require a capital letter or fails to capitalize a word that does.

Capitalization mistakes detract from the reader's experience and should be avoided at all costs.

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Romeo and Juliet fall in love despite a bitter feud between their families. In 200 Words explore how the danger surrounding them affects their feelings for each other. In what ways might their love affect the hatred between their families

The Capulet-Montague feud is responsible for the deaths of Romeo and Juliet because it impeded their love for each other; they choose death over being forced apart. Without the feud, they would likely have no barrier to being together.

In Romeo and Juliet, the feud between the two families has been going on for some time. The Capulets hate the Montagues and vice versa, so when Romeo and Juliet ... Because of the feud, the Friar had to come up with a way that would ... the love between their children they ended up losing them instead.

Thats how the fued went hope this helps you!

Please help asap. i dont have a lot fo points so only answer if you can actually provide a proper answer Prompt In this unit, you read the novel "The Awakening" by Kate Chopin. This novel is considered one of the first works of feminist literature. Feminisim is the belief that men and women are equal and should be treated as such in society. Write a short essay of 2 to 3 well-developed paragraphs in which you explain what makes this novel feminist, using evidence from the text (quotes, paraphrases, plot points, etc).

This novel is one of the first feminist novels, because it was empowering women. There have been several other feminist novels, but this is the very first one.

Kate Chopin wrote the awakening to empower feminism and women, as they are often designated as the weaker gender. I believe that it shows the stronger side of females, and that they are as strong as men are.

I haven't read the book, so I went off of what i could. I hope this helps, you can re-word it if you'd like.

What's different between a phrase and a clause? Best explaination gets Brainliest.

A clause is a group of words with a subject-verb unit; the 2nd group of words contains the subject-verb unit the bus goes, so it is a clause. A phrase is a group of words without a subject-verb unit.

According to Tiresias, What must Odysseus do to the suitors?

According to Tiresias, Odysseus would die among loved ones.

Explanation: After arriving in the country of the Cimmerians and performing the sacrifice of several sheep, Odysseus visited the home of Hades to consult with the fortune-teller Teiresias, who prophesied a difficult return to Ithaca.

ARGUMENTATIVE: What is the article's implied thesis about Leon Bridges and his music, and how well is this idea supported through relevant details and evidence? Write an argumentative essay that evaluates the article's effectiveness according to these criteria. Provide specific textual evidence to support your points.

Hello. You did not say which article this question refers to, which makes it impossible for me to answer your question accurately.

However, to help you, I will show you how to recognize an implicit thesis and the supporting details for it. Hope this helps.

An implicit thesis is something that the author of the article presented in the text, although not directly. In other words, the author of the article does not directly address a point in the subject to which the article refers, but presents statements that make the reader understand this implied thesis. This information is supporting statements.

An example of this can be seen in the text below:

"In his musical compositions, Bridges presented social criticisms that were establishing themselves in his time, but that nobody really perceived them, but they are criticisms that would fit very well in the time in which we are currently living."

With this text, the author does not talk about how Bridges and his music were innovative and ahead of their time, however he presents information that reinforces this idea.

What does the date 3 April 2013 reveal? The date the informational text was written The date the website was accessed for research The date the website was originally published The date the website was last updated

The following entry appears on the "Works Cited" page of an informational text: Lee's Lion Safari. 22 October 2011. Awesome African Adventures Incorporated. "3 April 2013" What does the date 3 April 2013 reveal? The date the informational text was written The date the website was accessed for research The date the website was originally published The date the website was last updated

B, The Date the website was accessed for research

What feeling does the author create by ending the story with this question? Support your answer with evidence from the text.

Answer: what story

5. How does the tone of the text affect the reader's understanding of the text? * 15 (3 Points) Enter your answer

To better understand a passage, a reader should identify the author's attitude, or tone. Evaluating tone gives readers a better understanding of the author's argument and purpose for writing. That voice often reveals the author's attitude toward the subject.

Write a 5-7 sentence essay on Benin. Bet you won’t do it

Benin is nice. Benin is cool. Benin is a place. It has lots of schools. This is my homework. So better make it quick. So I can go and play xbox with my chick.

Antagonist of butterfly circus

pony boy compares two bit to a chessy cat on page 27 what figure of speech is this

If the it uses "like" or "as" then it is a simile, but if it uses "is" or "are" then it is a metaphor.

80 points and brainliest!!!! Pleaseeeeee Help Meeeee!!!!

The doc did not work, just tell me the question in the comments and I will answer question ASAP.

Happy Holidays!

its not working :( put up a picture instead

Based on what you’ve learned about historical context and what you’ve alraeady learned in Frankenstein, you’ll predict what might happen later. Can someone’s help with this five paragraph essay.

I cant write the whole essy but here is an idea...

I predict thatafter Frankenstein creates his monster, he will leave the apartment to explore the world outside. However, his monster will be like Adam, without an understanding of who he is or what anything else is. When others see  him, they will either faint or attack him. Because this is supposed to be a horror story, he will then kill several people, leaving the police mystified. Eventually, he will leave town, gradually learning, and finally reach the north pole on dogsled where Walpole meets Frankensteine.

It's my curse

It's my pride

Pay the dues  

Pay the price  

See the worst

Through my eyes

Could be truth

Could be lies

I was a prodigy

Know that you follow me

You wanted training on how to fight

Aware that you wanna be

Strong as your brother be

Sorry, but maybe for next time  

I can see that maybe life is complicated  

So I'm making promises I cant keep (ay)

Clear to me that all the clans are aggravated  

I have weighted choices

And the point is i can make peace

Want you to hate me

Shout and berate me

Swear that you will have your vengeance

You cant persuade me

You must await me

Now I've decided your sentence

I couldn't kill you  

I must fulfill you

Awaken your sharingan you will see

I will be the villain that konoha needed me to be

Gotta be the catalyst

I'm feeling like an activist  

So battle with the pacifist

I'm cattle to the cabinet

Of politicians  

Pushing their mission of no attrition  

Through admission

And wishin' I'm better as the opposition  

And I'm proud of my village

Light of the future

I've tainted my image

This is my limit  

On to the next life

Forgive me sasuke

There is no next time

Could be lies(x2)

It'll never be the same

My younger brother

I'm so proud lookin at what you became  

But I never knew that imma be so shamed  

Now you're stronger than I was

But I don't regret

See the massacre for the uchiha was love

When you take your steps I know that you

Be the veteran I could have never been an existential crisis

Taste of my own medicine

But then again I never pretended to be devicive

Then again I did

Loyal is who we be

To the uchiha represent the fan to the end infinity  

Imma look with pride

As the next of kin is making history

As a weapon of mass destruction is what I groomed you to be

Before its over  

So remember what I told ya

Bout being as potent as the venom of a cobra

Tougher than soldiers  

Carrying this boulder on both of ya shoulders

Help needed asap. Will give 5 stars vote and brainliest. I really need help.

With 30 Olympic medals, Simone Biles is the most decorated American gymnast.

because the text says that Simone Biles is the most impressive gymnast of all time

What is the direct and indirect characterization of Chaucer in the Canterbury tales

DIRECT CHARACTERIZATION presents direct statements about a character, such as Chaucer's statement that the Knight “followed chivalry,/Truth, honor….” INDIRECT CHARACTERIZATION uses actions, thoughts and dialogue to reveal a character's personality.

Read the excerpt from The Building of Manhattan. Because of the Depression, the Empire State Building was never fully rented in its earliest years, but it immediately became one of the wonders of New York City and a favorite tourist attraction. Ordinary folk and the famous alike made the trip up to the observation tower and were enthralled by the sheer height of it all. Which choice is the best paraphrase of the text? In the years just after the Empire State Building was built, there were not enough renters to fill the building due to the Depression. However, there were plenty of visitors, both tourists and celebrities. They came to marvel at the building’s height and go up to the observation tower. The Empire State Building quickly became a favorite place to visit in New York. Even though the Empire State Building was not filled with renters just after it was built, it did become a popular place to visit. People were amazed by the building’s height. Because of the Depression, the Empire State Building was never fully rented in its earliest years, but it immediately became one of the wonders of New York City and a favorite tourist attraction. Ordinary folk and the famous alike made the trip up to the observation tower and were enthralled by the sheer height of it all. The Empire State Building is an amazing place. When my family and I visited New York, we couldn’t believe how tall the building was. We went up to the observation tower to see the view of the city. It was incredible. The Empire State Building is one of the wonders of New York City and has been since the Depression.

Answer: my Answer is A.

i just took the test its a

I got it right on Ed

The action in March starts at the Edmund Pettus Bridge in SelmaAlabama, then goes back and forth between the present day (the nauguration of former President Barack Obama in January 2009) and John Lewis's early life. Why do you think the book starts where it does? Why does it move between the inauguration and Lewis's childhood? What is significant about those particular touchstones?

girl- this is so hard rip i hope you figure it out soon, praying for u

not even google has these answers bro ive been looking for this argument thing and i have noo idea what to do

3. Identify an example of metaphor: explain which two things are being compared

In each metaphor. Answer: In your eyes/ Smoulder the fallen roses of outlived minutes: in this example, time passed is compared to fallen roses. My vigor is a new-minted penny: compares the speaker's vigor to a penny.

What does it mean to participate in meetings? Check all that apply.

what meeting but   participate in a meeting, you might be in charge of the meeting, be a speaker at the meeting, or volunteer to do something at the meeting. You would not just be attending, or listening to others, but in this case you would have something to do with the leadership of the meeting.

To participate would be to pay attention, and talk. Participating is like to be active, show that you’re there, that you’re listening by answering questions and having conversations.

Which is a reason an author might choose to write in the first person? O A. To show different characters' thoughts and feelings OB. To make it seem as if a character is telling the story C. To suggest that no one is interpreting the story D. To create the effect of a distant, unbiased narrator

The correct answer is B. To make it seem as if a character is telling the story

With the use of first person, a story seems like the character  narrating it is explaining it themselves based off of their own experience. It also provides the perspective of that character, and can allow the reader to pick up on interprotations directly from the narrator’s experiences and views.

➶ I hope this helps you!

Have a wonderful day :)

HELP!!!!! ASAPPP!!!! In the story “New World Order,” what message can be taken from the narrator's description of the reassembled universe—which is actually the world we live in? 1. Our world is the best of all possible worlds. 2. Our world is flawed but still very beautiful. 3. Our world falls far short of an ideal world. 4. Our world was created by a jealous god.

3. Our world falls far short of an ideal world.

Just took the test and got that question right.

The message that can be taken from the narrator's description in the story   “New World Order” is that Our world falls far short of an ideal world. Therefore, Option 3 is correct.

A narrator is someone who tells a story . The narrator chooses the point of view for the story in a fictional work . The narrative is considered to be in the first person if the narrator actively participates in the events of the story .

A third-person narrative is one in which the narrator is not one of the characters .

Therefore, The message that can be taken from the narrator's description in the story   “New World Order” is that Our world falls far short of an ideal world. Option 3 is correct.

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A(n) _____ is a wrong belief or mistaken idea. innuendo inference lie fallacy

When should you write a draft of your summary?

You should almost always write a draft summary/ conclusion, it should be written quickly and without much effort. By writing quickly, you tend to loosen your judgments on your characters and allow their natures to be revealed. The first draft doesn't have to make sense. There will be narrative holes, inconsistencies and contradictions; don't get hung up on these.

Writing a First Draft

Just write. You already have at least one focusing idea.

Make an outline. Write your topic or thesis down and then jot down what points you might make that will flesh out that topic or support that thesis.

Begin with research.

Summary Writing Format

When writing a summary, remember that it should be in the form of a paragraph.

A summary begins with an introductory sentence that states the text’s title, author and main point of the text as you see it.

A summary is written in your own words.

A summary contains only the ideas of the original text. Do not insert any of your own opinions, interpretations, deductions or comments into a summary.

Identify in order the significant sub-claims the author uses to defend the main point.

Copy word-for-word three separate passages from the essay that you think support and/or defend the main point of the essay as you see it.

Cite each passage by first signaling the work and the author, put “quotation marks” around the passage you chose, and put the number of the paragraph where the passages can be found immediately after the passage.

Using source material from the essay is important. Why? Because defending claims with source material is what you will be asked to do when writing papers for your college professors.

Write a last sentence that “wraps” up your summary; often a simple rephrasing of the main point.

Example Summary Writing Format

In the essay Santa Ana, author Joan Didion’s main point is (state main point). According to Didion “…passage 1…” (para.3). Didion also writes “…passage 2…” (para.8). Finally, she states “…passage 3…” (para. 12) Write a last sentence that “wraps” up your summary; often a simple rephrasing of the main point.

summary of most dangerous game

10. When Little Red Riding Hood reached the cottage, she_____ and went to Grandma's bedside

Answer: When Little Red Riding Hood reached the cottage, she knocked and went to Grandma's bedside.

How did the different dialects that the characters use in Pygmalion affect your ability to understand and follow the dialogue? Use examples from the play in your response.

Answer:Shaw's play explores aspects of language in a variety of ways. Higgins and Pickering study linguistics and phonetics, taking note of how people from different backgrounds speak differently. In Act Three, we see the importance of proper small talk in a social situation. And the play also reveals some of the powers of language: Eliza's transformation is spurred simply by Pickering calling her by the name Miss Doolittle, while Higgins' insults and coarse language, which severely hurt Eliza's feelings, show the potential violence of language. The play is most interested, though, in the connections between a person's speech and his or her identity. As we see in the beginning of the play, Higgins can easily guess where people are from based on their accent, dialect, and use of particular slang. How different people speak the same language thus reveals a surprising amount about their identity. However, Shaw also exposes how shallow and imprecise this conception of identity is, how it doesn't actually capture or represent the full person. After all, Eliza's way of speaking transforms over the course of the play. Eliza is able to change her identity simply by learning to talk differently.

The different dialects made it a bit difficult to understand and follow the dialogue. I could understand Higgins and Pickering well, but it was tough to understand what Eliza was saying sometimes. For example, consider this excerpt from the play:

THE FLOWER GIRL: Ow, eez ye-ooa san, is e? Wal, fewd dan y' de-ooty bawmz a mather should, eed now bettern to spawl a pore gel's flahrzn than ran awy atbaht pyin. Will ye-oo py me f'them?

I had to read this excerpt several times to understand what Eliza was saying. In such cases, the other characters’ responses to Eliza helped me figure out what she was saying.

This is the the exact answer from Edmentum

In 3–5 complete sentences, thoroughly explain how the protagonist in "Condensed Milk" by Varlam Shalamov handles the conflict he faces? What actions or choices does the protagonist make because of the conflict? What is the outcome of the conflict? Provide at least two specific details to support your analysis of how the protagonist deals with the conflict.

"Condensed Milk" is a short story by Russian author Varlam Shalamov, who spent fifteen years of his life in a Gulag, a Russian forced-labor camp. The story is based on his experience at the camp.

The main character and narrator is a political prisoner, an "enemy of the people". Even a thief is above him at the camp. He is starving, ill, and mentally drained. He has no strength in himself to do anything other than survive for the rest of the day:

"Inside there was only an empty scorched sensation, and we were indifferent to everything, making plans no further than the next day."

However, we notice a change in the narrator's apathy once he is approached by Shestakov. Although Shestakov is also a prisoner, he has an office job, an easier life than the others. Shestakov invites the narrator to escape from the Gulag with him, but the narrator sees right through this amicable façade. Certainly, Shestakov is working with the government. He is simply deceiving other prisoners to get them killed or sentenced to more years.

That is enough for the narrator to find a strange type of strength inside himself. There is not much he can do, though. He cannot kill Shestakov, he cannot warn the others. Those actions would lead to his own death. His revenge comes in the form of a request. He asks for condensed milk - the sweetest, most delicious food he could think of. Shestakov brings him two cans, believing he will agree to escape after drinking them. To his surprise, the narrator reveals he does not wish to go. As he had predicted, the others are trapped once they try to run away, but nothing happens to Shestakov. Notice how the narrator found in himself a bit of energy, an ember of pride, of strength:

"t was, of course, a weak, worthless act of vengeance just like all my feelings. "

It was an act of vengeance nonetheless.

The conflict is between protagonist , who is a prisoner of hard labor in a Soviet gulag, are at odds with Shestakov , another prisoner who has been assigned a more comfortable position. The conflict is that Shestakov proposes an escape route, which the protagonist deduces is designed to fail .

What is a protagonist?

A person with   extraverted , intuitive and judging personality type is a protagonist. They frequently hold deeply held beliefs and values.

They support their point of view with the imagination needed to accomplish their objectives . A protagonist is the principal character in a work of fiction.

Shestakov offers to take the narrator with him to leave the Gulag, but the narrator is able to see right through his intentions. The narrator was starving and ill asks him to bring condensed milk .

Shestakov sends him two cans, hoping that once he drinks them, he will consent to flee . The narrator shocks him by saying he doesn't want to go. it was an act of vengeance by the narrator.

To learn more about protagonist

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Help!!!!! What was the worst invention in the world

In no specific order, here are the  Worst Inventions of the past century —

The Detachable Dog Sack.

The Cat Wig.

iPhone Fingers.

The Pedal-Powered Wheelchair.

The Inflatable Dartboard.

iFlyz Portable Media Player Airline Holder.

Battery-Powered Battery Charger.

Agent Orange

Subprime Mortgages

Nintendo Virtual Boy

Hydrogenated Oils

Hydrogen Blimps

Hair in a Can

Red Dye No. 2

Parachute Jacket

Tanning Beds

Phone Fingers

Plastic Grocery Bags

Electric Facial Mask

Sony CD Copy Protection

Venetian-Blind Sunglasses

Pontiac Aztek

Snuggie for Dogs

Mizar Flying Car

Comfort Wipe

Fake Ponytails

Pay Toilets

Tamagotchis

Leaded Gasoline

Vibrating Ab Belt

Spam E-mail

Smell-o-Vision

Smile Checks

Microsoft Bob