Aim: How are metaphors used by writers to send meaning to readers?
Do Now:
Complete the following:
Love is...
We started the class with filling in the Do Now. Kelly started our conversation off with “Love is powerful.”
Ryan followed up with, “ Love is affection.” Justin filled in the blank with, “Love is like a nice candy.” Randy said “Love is genuine affection towards something or someone.” Kaitlyn then said, “Love is way too complicated.” All of the responses are how they interpret and how this statement applies to them. All of the responses are different and unique in their own way.
After the Do Now, we discussed “What is a Metaphor?”
WHAT IS A METAPHOR?
Metaphor: The distinct comparison where one thing or idea substitutes for another.
It’s a figure of speech that develops a comparison which is different from a simile.
Note: It often uses the form of the verb, “To Be”. (is, am, are, was, were, will be, being, been, could, should, would, has, have, having, had, may, might, must)
i.e. we do not use “like” or “as” to develop comparison in a metaphor.
It actually makes an implicit (Implied) or hidden comparison and not an explicit (Explained) one
After the discussion on metaphors, we watched a video to enhance our understanding of metaphors,
Red Room Poetry Object Poetic Device #3: Metaphor [2:14]
EXTENDED METAPHORS
After we finished watching the video on metaphors, we discussed extended metaphors.
An extended metaphor is developed over several lines or throughout a poem. If it helps to have an example, consider Robert Frost’s “The Road Not Taken,” Langston Hughes’ “Mother to Son,” or see below:
When we finished our discussion on extended metaphors, we began to read and discuss “Poetry for Everyday Life.”
Continuation of Class discussion: After discussing, “Poetry for Everyday Life,” we discussed “Hope is the Thing with Feathers” by Emily Dickinson. After reading the poem, we answered and discussed the question.
Lastly, we finished the class with team group work. As a team, we read 2 poems, discussed, and answered the questions. The first poem being “Mother to Son” by Langston Hughes and the second poem being “The Rose That Grew from Concrete” by Tupac Shakur.
After reading the poems out loud in our groups, with Ivan and I leading the discussion, we talked about the questions and answered them together with our group
These 2 questions correspond with the first poem that we discussed in our groups about the staircase, the son, and the mother.
YingYe began the discussion and Ivan added upon the answer to create a response for the question.
These 2 questions correspond to the second poem, “The Rose That Grew from Concrete” by Tupac Shakur.
After discussing the questions that correspond with the poems, we compared the 2 poems and answered “How do both poems use an extended metaphor to express a common theme or message to the reader? (What are these extended metaphors and what is the common theme?)”
Our response to the question was: Both poems use extended metaphors to express the common theme of keep trying and never giving up until you have reached your goals. The staircase and concrete presents the obstacles that someone might face, but the poem presents the theme of persistence.
Reflection: During this class, I learned to analyze poems for metaphors, extended metaphors, and how the theme of the poems are influenced by the language used in the poems. I’ve learned how to identify the metaphors that are present in poems and recognize how metaphors can enhance a poem greatly. By using metaphors, emotions are better conveyed, ideas are better conveyed, and readers are more enticed to read more of the poem. It allows for the poets to more easily convey the theme of their poems to the reader and allow for more interpretation of their poem. Using this knowledge, I can better analyze poems in the future and pick up more on the different techniques that are used in poems.
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