Marvelous Metaphors

Explicit Instruction/Teacher modeling

• Project or display the poem Fog, using a projector or interactive whiteboard.
• Re-read the poem aloud to the class.
• Point to the first line of the poem. Explain that a metaphor compares two things without using the words "like" or "as" at all. In this case, the fog is compared to little cat feet.
• Draw a picture of a literal interpretation of this metaphor on the whiteboard, projector, or interactive whiteboard.
• Explain that Sandburg is not literally saying that the fog comes in on little cat feet. Discuss what the author is trying to say here, in a figurative sense. Great questions include: What does the author mean by saying little cat feet? What do cat feet sound like? Why would the author use this comparison?
• After some class discussion, reveal that the author is describing the fog as coming in very quietly or silently, just like cats come into a room without making a sound.
• Draw or show a picture of fog rolling in over a landscape, to contrast with your initial drawing of the literal interpretation.

Guided Practice

• Complete the rest of the worksheet as a class, discussing and answering each question to ensure everyone understands the concept.
• Tell students that they will practice writing their own metaphors today.
• Display the first page of the Make an Animal Metaphor worksheet set so that all students can see it. Read and discuss the examples at the top of the page.
• Facilitate a group brainstorm of people and animals that could be compared.
• Break off the students into partners, and give each student a copy of the Make an Animal worksheet set.
• Have each pair to complete the brainstorming sheet (page one) together. If time permits, students may share their ideas with the whole class.

Independent working time

• Once everyone is finished brainstorming, arrange students so that they can work independently. Explain that each student will choose a person and animal to compare.
• Instruct the class to write and illustrate their metaphors on the second page of the packet. After they finish, each student should move on to writing a poem for the metaphor.