Extended Metaphors

Extended Metaphors

Mascots and Metaphor

Opening

Mascots for schools and teams can be considered metaphors. With that in mind, do the following.

  • Make a quick list of mascot names for schools around you, or names for professional teams, such as from
    the NFL.
  • In general, what properties do the mascots you have listed share? What makes them preferable choices over things like “bunnies” or “fawns”?

Open Notebook

Lion and Jackal Group Work

Work Time

Join a small group as directed and view images and discussions of jackals and lions. After discussing your findings with the whole class, do the following.

  • With your group, fill out the form for Stryver and for Carton.
  • Identify qualities of the animals in the left column and qualities of the characters in the middle column.
  • Get at least three short quotations—three for each character—that show the metaphors at work. Put those in the last column.

When it is your turn, share with the whole class what your group has noticed about the jackal and lion metaphors.

Metaphor and Character

Work Time

With the whole class, discuss the following.

  • How did your examination of the metaphors deepen your understanding of Stryver and Carton?
  • Consider another extended metaphor—the echoing footsteps. Find mention of the footsteps in the text. What do they suggest?
  • How do these footsteps connect to Miss Pross?
  • Why does she insist on so many visitors? What is her relationship to Lucie? How does she see her role in the home?

Miss Pross as Metaphor

Closing

Building off your previous discussions of metaphor and character, do a Quick Write on the following.

  • What might be a good metaphor for Miss Pross?
  • Jot down your ideas

Open Notebook

Share your ideas with the whole class.

Book II, Chapters 7 and 8

Homework

  • Read Book II, Chapters 7 and 8 in A Tale of Two Cities .
  • Annotate for key ideas, personal reactions, questions, and vocabulary.