Exploring Metaphors and Similes

“My Family Across the Ocean,” by Anonymous

Poem Writing Activity

1. Discussion. Define “metaphor” on the board. One possible definition is, “Putting together two unlike things, in order to say something about one of them. Example: “My heart is a storm” suggests that something powerful and out of control is happening in my heart, strong emotions. A “simile” is a metaphor with the word “like” or “as” inserted. Example: “My heart is like a storm.”

2. Read the story/metaphor hunt: Tell the class to search this article for metaphors and similes while reading it—and circle them.

3. Share discoveries: Share out what the students have found. For each find, ask students why they think the writer combined these two things. How does it make you feel? Why does the writer want you to feel that way? How does it help her tell her story and make her big point (and, ultimately, what might be her big point?)? Example: In the first paragraph, when she says, “My feet were frozen inside my sneakers,” what is the author suggesting? Are her feet really frozen? Likewise, in the third paragraph, “my tears came down like broken strings that kept falling apart” says what about her emotions, apart from that she’s sad?
Which of the writer’s metaphors or similes stands out for your students? Why?

4. Write a metaphor poem: Now, each student will write an “extended metaphor poem.” They can choose themselves as subject, or someone else (but no one who might be upset by the poem, no matter how well-intended). The opening line goes like this:

“I am a lion” (The writer states the metaphor.)

Then, the writer “unpacks” the metaphor, line by line, “explaining” how she is a lion, then ending be asserting the metaphor again. Save the most touching or surprising line for last. For example:

I am a lion.
I don’t talk, I roar.
When I eat, I devour my food, without chewing, and I eat three big helpings.
I am not afraid of anyone.
I find my own food.
I wrestle with little lions, for fun.
People are scared of me. When I walk by, they move away, like zebras.
I have a heart bigger than a basketball.
I am a lion.

Students can then read their poems aloud, and mount them on a poster board with illustrations, to make a display in the hallway or room, something literate and personal.

[Regents Connection: This links to Task 3, which asks students to identify and comment on the use of literary elements, and which almost always asks for study of a poem.]