A Shoebox of Changes

Learning Intention:

I am learning to analyse figurative and descriptive language in a text so that I can identify extended metaphors.

Success Criteria:

• I can define the term “extended metaphor”
• I can identify figurative and descriptive language in a text
• I can explain how the use of figurative and descriptive language in a text supports an extended metaphor
• I can identify arguments embedded in texts through extended metaphors

Essential knowledge:

For more information about making arguments, view the video on Argumentungroup.

For more information about symbolism, view the video on Connotation, imagery and symbolungroup from 3 minutes 40 seconds.

For more information on language features, use the NSW Education’s glossaryungroup.

Vocabulary

View or listen to The Road Not Takenungroup by Robert Frost. Ask students to identify the literal meaning of the poem (a traveller comes across a fork in the road and, after some indecision, chooses the one that looks less used). Reread the last three lines of the poem:

Two roads diverged in a wood, and I—

I took the one less traveled by,

And that has made all the difference.

Tell students that the poem has an extended metaphor – a second, deeper meaning – where the literal path in the woods represents something else. Explain that these last three lines hint at the extended metaphor. Discuss as a class what students think the extended metaphor might be. Guide them towards the answer that the poet is claiming that to lead a less conventional life has made a positive impact. Ensure the class understands that the path symbolises a life, the fork symbolises a choice and the road less travelled symbolises a less conventional life. Ask students what a less conventional life might look like, for example, choosing to be a poet rather than find a job with a steady income.

Pose the following questions:

1. What is an extended metaphor? (A second meaning represented by literal aspects of a text)
2. What is the argument Robert Frost is putting forward in his poem The Road Not Taken? (It is better to live a less conventional life)

Understanding text:

Explain before reading that students will be looking for an extended metaphor in the text. Read A Shoebox of Change as a class or listen to the audio recording if you have a digital subscription. Ask students if they can identify the extended metaphor. Students may note that the metamorphosis of a silkworm into a butterfly could represent the transition of a student between primary school and high school (specifically Alannah and Diya). Explain that butterflies/cocoons/caterpillars in texts often represent change or transition.

Discuss other extended metaphors students might note. If students are having trouble, ask:

- What might the cardboard box represent? (The silkworms being in a box could represent an upper primary student feeling stifled in their school)

- What might the mulberry leaves represent? (The mulberry leaves being devoured by the silkworms could represent knowledge being “devoured” by students in preparation for the next stage of their life)

Creating text:

In pairs, students search the text for figurative language and descriptive sentences to find examples that support the extended metaphor of transitioning to high school. Give the example of the eggs being compared to bigger grains of sand, which can be connected to sandpits, commonly found in primary schools. Explain that the sandpit would be relevant here because the eggs are still very young, perhaps representing lower primary school students, who play in sandpits.

For students who have trouble with this activity, encourage them to identify the language features and descriptions first, then give them guidance on what they might represent.

More sample answers:

- the glossy green mulberry leaves representing glossy textbooks from school

- the silkworms eating the leaves in the shape of a letter C, similar to students learning how to write

- the silkworms are compared to marshmallows, which is a food commonly consumed by younger students

Pairs share their findings with the class. Discuss other interesting points students may have discovered, such as the softness of the silkworms suggesting the softening of the relationship between Alannah and Diya.

After the discussion, ask students what they think the author was trying to say about transitioning to high school. Students may recognise the word “hollow” suggests a sense of sadness leaving behind old friends, but the simile “strong as silk” suggests that these friendships will persevere.

Assessment for/as learning:

Students answer the following questions in their notebook:

1. How do you feel about the transition to high school?
2. How might you portray this in a story using an extended metaphor? (For example, if students are scared, they might portray the feeling as a monster lurking behind every corner)