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Reading
Outcomes
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Metaphor Analysis
Template
(Word Version)
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Video
Resource
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Link to Other
Reading Strategies
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Tools for
Reading, Writing,
& Thinking
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ELA
Home Page
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Use this Strategy:
Before Reading
During Reading
After Reading |
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Targeted Reading Skills:
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Draw
conclusions and make inferences based on explicit and implied meaning
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Use
textual evidence to substantiate interpretive claims
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What is it?
This
strategy is particularly helpful when students need to understand an
extended metaphor. Often students can grasp either the overall meaning or
only one or two of the metaphor’s components, but this will help them to
construct a detailed analysis of the entire metaphor.
What does it look like?
The
three-column chart
helps students to establish coherence for the analysis, build an
interpretation piece by piece, and organize the evidence they gather from
the text to support their interpretation. It is a strategy that helps
students “get inside” the metaphors; and by constructing their own
meaning, they arrive at an understanding of the writer’s intent or
message.
Below is a short passage from Gloria Naylor’s, The Women of Brewster
Place; students were asked to use the chart to help them prepare for a
detailed written analysis of the metaphor/simile.
"Time’s
passage through the memory is like molten glass that can be opaque or
crystallize at any given moment at will: a thousand days are melted into
one conversation, one glance, one hurt, and one hurt can be shattered and
sprinkled over a thousand days. It is silent and elusive, refusing to be
dammed and dripped out day by day; it swirls through the mind while an
entire lifetime can ride like foam on the deceptive, transparent waves and
get sprayed onto the consciousness at ragged, unexpected intervals."
Metaphor/Simile Analysis:
"Time’s passage
through the memory is like molten glass. . . ."
Metaphor Analysis
The Women
of Brewster Place
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Superficial Level |
Metaphorical/Interpretative |
Evidence from
the Text, the World, & other Literature |
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Time’s
passage through the memory is like molten glass
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Time and
one’s memories have an irregular, but unstoppable flow ...
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At middle
age, when Mattie arrives at Brewster Place, seeing a simple house plant
transports her back in time to the first event that set her on this long
journey
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that can be
opaque or crystallize at any given moment at will: a thousand days can are
melted into one conversation, one glance, one hurt, ...
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Some memories
are incomplete or cloudy, while others create a dramatic focal point in
one’s life |
... As Mattie
stares sadly at the ramshackle apartment, a memory of her first night at
Miss Eva’s home, a home that she loved for many years, with its smells, its
warmth and its love is in sharp focus in her mind’s eye, and a tear rolls
down her cheek.
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... and one hurt
can be shattered and sprinkled over a thousand days. |
... sometimes,
one event or one moment can leave an indelible mark that lasts a lifetime |
Although many of
Mattie’s days have "melted together" and are undistinguished in her mind,
Basil’s conscious choice to jump bail, knowing Mattie would lose her home
because of it, is an agony that she will carry in her memory and her heart
for the rest of her life.
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It is silent and
elusive, refusing to be dammed and dripped out day by day; it swirls through
the mind while an entire lifetime can ride like foam on the deceptive,
transparent waves and get sprayed onto the consciousness at ragged,
unexpected intervals.
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This suggests
how time can sneak past so quickly, it cannot be held or stopped, and
memories of events and emotions can crop up at the most unexpected times |
Mattie wonders
where the years have gone, wasn’t it just yesterday that Basil was a loving
child? After all of these years, how can these memories and tears be so
fresh, and her dreams seem so distant? |
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Conclusion /
Summary / Statement of Writer’s Intent / Questions Posed . . .
This
metaphor could be applied to many of the women of Brewster Place . . .those
unexpected, but definitive events in their lives that stole or altered their
dreams.
Is Naylor’s
mixed metaphor purposeful? Time’s passage turns from molten glass to waves?
(fluidity?)
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Click here for a printable version of this model.
How could I use, adapt or differentiate it?
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This can be used to
promote a close reading of an extended metaphor for the purposes of: a
class or small group discussion, to help students develop the skill of
elaboration on a writing assignment, or as a tool to inform instruction in
regard to critical analysis.
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It can be
differentiated by filling in parts of the chart to adjust for difficulty
and skill level.
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