Metaphorically Speaking

Matt Leggat

7^th Grade

Competency Goal 6: The learner will apply conventions of application

of grammar and language usage.

6.01: Model an understanding of conventional written and spoken

expression by:

§ experimenting with figurative language and speech patterns.

§ using a variety of sentences correctly,

punctuating them properly, and avoiding fragments and run-ons.

Materials Needed:

Dictionary

Pen and paper

Copy of poem

Imagination

Classroom poster explaining metaphors

Time Required: 40 min.

“What is a metaphor? Why do you use metaphors? How do you use a metaphor? What styles of writing lend themselves to the use of metaphors especially well? Can someone give us an example of a metaphor? What kind of writing would work well with a metaphor?”

At this point the teacher refers the class to poster hanging on the wall that gives examples of metaphors. The teacher explains the poster and gives more examples of metaphors.

The teacher then asks for other examples of metaphors from the class. These examples are discussed and analyzed (20 min).

“One of my favorite poems is “Song of Myself,” by Walt Whitman. Whitman’s writing is packed full of colorful and inviting metaphors. Here are a few stanzas from “Song of Myself” that illustrate his use of metaphors.”

Lesson: After the poem has been read ask students to underline and then explain, to the class, the metaphors they find (10 min). Once the class has discussed the use of metaphors, have them all write a two to three sentence paragraph using two different metaphors. Have the students choose the subjects themselves (10 min).

From: LEAVES OF GRASS: Song Of Myself

By: Walt Whitman

26. A child said, What is the grass ? fetching it to me

with full hands;

How could I answer the child ? I do not know what

it is, any more than he.

27. I guess it must be the flag of my disposition, out of

hopeful green stuff woven.

28. Or I guess it is the handkerchief of the Lord,

A scented gift and remembrancer, designedly dropped,

Bearing the owner's name someway in the corners,

that we may see and remark, and say Whose ?

29. Or I guess the grass is itself a child, the produced

babe of the vegetation.

30. Or I guess it is a uniform hieroglyphic,

And it means, Sprouting alike in broad zones and

narrow zones,

Growing among black folks as among white,

Kanuck, Tuckahoe, Congressman, Cuff, I give them

the same, I receive them the same.

31. And now it seems to me the beautiful uncut hair of

graves.

32. Tenderly will I use you, curling grass,

It may be you transpire from the breasts of young

men,

It may be if I had known them I would have loved

them,

It may be you are from old people, and from women,

and from offspring taken soon out of their

mothers' laps,

And here you are the mothers' laps.

33. This grass is very dark to be from the white heads of

old mothers,

Darker than the colorless beards of old men,

Dark to come from under the faint red roofs of

mouths.

34. O I perceive after all so many uttering tongues !

And I perceive they do not come from the roofs of

mouths for nothing.

35. I wish I could translate the hints about the dead

young men and women,

And the hints about old men and mothers, and the

offspring taken soon out of their laps.

36. What do you think has become of the young and

old men ?

And what do you think has become of the women

and children ?

37. They are alive and well somewhere,

The smallest sprout shows there is really no death,

And if ever there was, it led forward life, and does

not wait at the end to arrest it,

And ceased the moment life appeared.

38. All goes onward and outward—nothing collapses,

And to die is different from what any one supposed,

and luckier.