Find two poems or prose selections which use metaphors and are of an appropriate reading level for your students. Possibilities include "Dreams" or "Mother to Son" by Langston Hughes, "Hope" or "Fame" by Emily Dickinson, "How to Eat a Poem" by Eve Merriam or the first paragraph of "Invisible Man" by Ralph Ellison. The second poem or prose selection should include a metaphor whose meaning is unclear until it is explained; for instance, "Fame is a bee," "Hope is the thing with feathers" and "I am an invisible man" could have multiple meanings.
Distribute the first poem or prose selection to your students. Have them read the poem aloud. Ask what the author is really trying to say. Does Langston Hughes literally mean that your dreams will fly away from you and your life will turn into a bird? Does Eve Merriam really want you to eat her poem? The metaphors in these selections are broad enough that students should have an intuitive grasp of what they mean.
Define "metaphor" if students have not already learned the definition. Refer back to the original selection as an example. Point out to the students that the words "like" or "as" do not appear in the selection, but the author is clearly making a comparison.
Write the first few words of the metaphor on the board, followed by a blank. For instance, you might write, "Life for me ain't been no ___________" if using "Mother to Son," or you might write "Hope is ___________" if using "Hope." Invite the students to brainstorm lists of possible ways to fill in the blanks.
Explain to the students that sometimes, metaphors don't make sense on their own. Write the metaphor from your second poem or prose selection on the board and ask your students to brainstorm possible meanings for it. Why is fame a bee? Why is Ralph Ellison an invisible man? Invite your students to share their responses.
Distribute the entire second selection for the students to read. Have them compare their responses to the original poem or prose selection.
Write a phrase such as "I am . . .", "Fame is . . .", "Life is . . ." or "Hope is . . ." on the board. Invite students to give possible responses. Write the responses on the board.
Tell your students to choose their favorite metaphor from the board and write it down. Have them write a poem or paragraph explaining the metaphor as Dickinson, Ellison and Hughes did.