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Subject: English A

Class: Form 2

Topic: Literary Device- The Metaphor

Time: 80 Minutes

Problem: Some students find metaphors difficult to understand. Additionally, they also do not read much good literature and are therefore not exposed to a great deal of metaphors.

Relative advantage: Online images / tutorials are more appealing than books to present day students and integrating technology into this lesson gives students a chance to explore their creativity and express themselves in different ways.

Objectives: At the end of this lesson students should be able to;
· Define the term Metaphor.
· Identify and explain metaphors in various contexts.
· Create in groups of six metaphors using the following genres: drama, poetry, prose, art, song and text messaging via cell phones.

Technology integration:
Set induction: You Tube Video – using previous knowledge of similes to introduce



ACTIVITY 1: Identifying Metaphors in an Online Poem–

Dawn is a fisherman - by Raymond Barrow

Dawn is a fisherman, his harpoon of light
Poised for a throw - so swiftly morning comes:
The darkness squats upon the sleeping land
Like a flung cast-net, and the black shapes of boats
Lie hunched like nesting turtles
On the flat calm of the sea.

Among the trees the houses peep at the stars
Blinking farewell, and half-awakened birds
Hurtle across the vista, some in the distance
Giving their voice self-criticized auditions.

Warning comes from the cocks, their necks distended
Like city trumpeters: and suddenly
Between the straggling fences of gray cloud
The sun, a barefoot boy, strides briskly up
The curved beach of the sky, flinging his greetings
Warmly in all directions, laughingly saying
Up, up, the day is here! Another day is here!
ACTIVITY 2 – Student Worksheet

English Basics
Volume 3, Number 26, March 29, 1999


Metaphors are comparisons that show how two things that are not alike in most ways are similar in one important way. Metaphors are a way to describe something. Authors use them to make their writing more interesting or entertaining.
Unlike similes that use the words “as” or “like” to make a comparison, metaphors state that something is something else.
Read the statements that contain metaphors in italics. Then complete the statements that explain the metaphors.

1. Brian was a wall, bouncing every tennis ball back over the net.
This metaphor compares Brian to a wall because .
a. He was very strong.
b. He was very tall.
c. He kept returning the balls.
d. His body was made of cells.

2. We would have had more pizza to eat if Tammy hadn’t been such a hog.
Tammy was being compared to a hog because she .
a. looked like a hog
b. ate like a hog
c. smelled like a hog
d. was as smart as a hog

3. Cindy was such a mule. We couldn’t get her to change her mind.
The metaphor compares Cindy to a mule because she was .
a. always eating oats
b. able to do hard work
c. raised on a farm
d. very stubborn

4. The poor rat didn’t have a chance. Our old cat, a bolt of lightning, caught his prey.
The cat was compared to a bolt of lightning because he was .
a. very fast
b. very bright
c. not fond of fleas
d. very old

5. Even a child could carry my dog, Dogface, around for hours. He’s such a feather.
This metaphor implies that Dogface __.
a. is not cute
b. looks like a bird
c. is not heavy
d. can fly
ACTIVITY 3: Students divide themselves into groups of six and create metaphors on a topic of their choice. Each group can present their metaphors in the following ways: Songs, poetry, narrative /descriptive paragraph, art, drama, cell phone texting.
Students can use Voki, Microsoft Word/PowerPoint, Windows Paint, Clip Art etc. to present the metaphors. Students can also use the internet to get ideas. Teacher can recommend websites that they can go on to.
Preparation of Instructional Environment –
1. Prepare Language Lab,
2. Check Multimedia,
3. Prepare list of favourite websites or files that students can access,
4. Check software (Microsoft Word, PowerPoint, Internet, You Tube etc.),
5. Research poem and worksheet.
Assessment: Formative–
· Question and Answer sessions,
· Online worksheets,
· Student presentations and related feedback,
· Class discussions
Reflection: In the process of formulating this lesson plan the main challenge encountered was integrating technology into the lesson.
Currently most of us teach without using much technology. As a result, it was most refreshing to discover the multitude of resources that are available.