EXTENDED METAPHOR LESSON PLAN

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NOTES FOR TEACHERS:

Suggested grade levels: Grades 6 - 12+; homeschooling, adult learners

Curriculum fit: poetry, metaphor, extended metaphor; expressing difficult emotions
Copyright Note: The analysis portion of this lesson plan uses the poem “Fear is the Fly” by Ruby
Riddlestein. You have permission to make copies of this poem for educational purposes provided
the name Ruby Riddlestein is attached at all times to the poem. The lesson plan and questions can
be easily adapted to use with other poems of your choosing (see, for example, '"Hope" is the thing
with feathers (314)' by Emily Dickinson).
For any questions or for all other requests please contact: ruby@rubyriddlestein.com

PART I: READING & INTERPRETATION:

Do not hand out copies of the poem yet.

Depending on grade/size of class, as whole class or in smaller groups ask students:

What is a metaphor? Can you give me an example of a metaphor? Does a metaphor use the words
“like” or “as” (note: similes use “like” or “as”)?
Simple definition of metaphor: a figure of speech that compares two things that aren’t really alike but
do have some things in common.

We find lots of metaphors in poems.

Can anyone think why poets like to use metaphors? What do you think an extended metaphor
poem is?
Simple definition of an extended metaphor poem: sometimes called a conceit poem, a poem with an
extended metaphor is a poem that compares one thing to another, often in an unusual or unexpected
way. The whole poem focuses on describing in detail how the two things are similar. It is usually
thought-provoking in some way, and be very serious or quite funny/light-hearted.

Before handing out or sharing the poem, just write the title on the board:
“Fear is the Fly” and ask students:
In what ways can fear be like a fly?
What do you think the poem will be about?
Do you think it will be a serious poem or a funny poem?

Now read the poem out loud (either students and/or teacher).
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ANALYSIS QUESTIONS:

You can hand out the student worksheet or use these questions as a starting point for a discussion,
depending on the needs of the class.

How many characters or voices/speakers are there in the poem?

What do we know about these characters or voices/speakers?
In what ways is a fly described as similar to fear in this poem?
Do you agree with the idea that fear is like a fly? Why, why not?
Why do you think the Horse follows the Fly to the paddock?
Why do you think Fly says, “always. To protect you.” How is this similar to ‘fear’?
Are Fly’s words really logical? Why do think Horse believes they are?
What do you notice about the relationship between the Horse and the Fly, both in the plot/story of
the poem and in the form of the poem - the way the poem is laid out on the page?
What’s happening in the final stanza? Why is it important Horse ‘never notices/the paddock next
door’?
Is a meta-poetic reading of this poem possible? (meta-poetic means a poem that is in some way
reflects back on itself, its own creation, or is about poems/poetry/art in general)
What could ‘fear’ represent or refer to in this poem?

NOTES:
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PART II: CREATION:

In this part of the lesson plan, you will ask your students to create their own extended metaphor
poem. Depending on the size/level of your class, you can generate themes and ideas for the poem as a
whole group, or invite students to think of ideas individually. Choose one or more of these overall
ideas:

part of a school
universal theme
sport or activity

1.) Write your choice on the left-hand side of the board (for example: “part of a school”), and invite
students to call out different parts of a school (lunch room, classroom, janitor’s cupboard, principal's
office, etc.).

2.) Now invite students to call out names of animals, types of locations (forest, jungle, big city, etc.),
or objects and write them on the right-hand side of the board.

3.) Now pick one item from the left-hand list and one from the list on the right, and ask students - in
what ways is X similar to Y? For example: How could a ‘school lunch room’ be similar to a ‘forest’?
Encourage your students to use all their senses when replying (their responses can be as serious or
funny as they like).

4.) Now invite students to choose the theme for their own extended metaphor poem. They can use the
themes generated on the board or they can come up with their own.
Give them apx 20 minutes to create their first draft of a poem. If they’re unsure where to start, they
can copy the structure of the poem you used in the analysis stage, and incorporate dialogue between
the two ideas. You can also ask them to think about the ways in which their theme is similar or
different to their choice of place, animal or object and use their imaginations to describe how the
place/animal/object looks, sounds, tastes or feels, etc.

5.) If desired, you can invite students to revise their first draft using the revision questions in their
student worksheet.

Once your students have created their poems, be sure to celebrate their creations by having them
read the poems aloud, post them up on the walls, or something else fun! If you share any poems on
social media, be sure to tag @RubyRiddlestein so I can read and celebrate them!
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Fear is the Fly

who whispers in the Horse’s ear:

“The only way to jump is to start high.”
Fly lands on the post,
watches as Horse crashes into the jump,
wood splits, splinters lodge in
Horse’s leg,
Fly rubs his legs
together,
Horse brays and kicks,
Fly strokes Horse’s mane, whispers:

“See, you failed. I always knew you would.

Didn’t you?”
“Yes,” Horse replies, lowering his head.
“Will you always be with me?” Horse asks.
“Yes,” Fly replies, “always. To protect you.
There’s a paddock, just over there,
with sufficient hay. You’ll be safe there.”

Horse listens, sees the logic in Fly’s words,

feels the pain in his shins, the shame
of the splintered wood,
follows Fly to the field,
his eyes glued to the ground.

Here they live,

together,
Fly buzzing to remind Horse of his fall,
to make sure Horse never notices
the paddock next door
where foals practice trot poles,
holding their heads higher with every small jump,
swishing away the flies with their tails.

(c) Ruby Riddlestein, 2020

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PART I: INTERPRETATION & ANALYSIS QUESTIONS

1.) In 1-2 sentences, briefly describe what this poem is about.

2.) How many characters or voices/speakers are there in the poem?

3.) What do you know about these characters or voices/speakers? (who/what are they, where are they,
what are they doing or trying to do, etc.)

4.) In what ways is a fly described as similar to fear in this poem?

5.) Do you agree with the idea that fear is like a fly? Why, why not?

6.) Why do you think the Horse follows the Fly to the paddock?

7.) What do you notice about the relationship between the Horse and the Fly, both in the plot/story of
the poem and in the form of the poem - the way the poem is laid out on the page?

8.) Have you ever felt like the Horse, or the Fly? Can you understand why they might say and do what
they do?
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PART II: CREATE YOUR OWN POEM

Your choice of theme:

Your choice of animal, place or object:

Now create your poem! You can use “Fear is the Fly” as a starting point or just follow your
imagination. Think about the ways your animal, place or object is similar to your theme. How do they
look, sound, smell, taste or feel similar? What do they do that is similar? How do they interact with
each other?

Once you have a first draft, try revising your poem to ‘polish’ it using these questions:
1. Is the poem easy to read out loud or are there certain words or line breaks that make it difficult?
2. Are the verbs working as hard as they could be? For example, if you have a verb such as “walk” -
could a different verb (swagger, dash, saunter, stroll, etc.) give more information about the action?
3. Is the punctuation helping the reader read and understand the poem or making it more difficult?
4. Are you happy with your poem? What do you like most about it?

Use this page and the next to write your poem.

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PART II CONTINUED: YOUR POEM