Metaphors are figures of speech that compare two things, but unlike similes, do not use the words
like or as.
Metaphors are used like adverbs or adjectives to describe persons, places, things, or actions.
Students should understand that one should not take their meanings literally, but that their use
can make language more colorful and interesting. Following is a list that you might read to your students and ask of each, "What is the meaning
behind the metaphor." Ask them what attribute the metaphor implies that the subject has. Explain that there is no limit to the possible numbers of metaphors in language, but that one must
be careful when using metaphors because the listener or reader may not readily understand the
Mark was a walking encyclopedia. [Was Mark really an encyclopedia?] Dad's new car turned out to be a lemon. [What attributes do a lemon and a car possibly share?] Bobby's stomach was a bottomless pit. [What does the comparison mean here?] When it came to homework, Joaquin was a snail. At night my bedroom is an icebox. Martha is a regular adding machine in class. Grandma's heart is a fountain of kindness. [Is Grandma's heart really a "fountain?" Tom is a real chicken when it comes to getting an injection. Anna was a shining star in Antonio's busy, dreary life. Marla was a mermaid during the swimming competition. A mountain of paperwork was waiting to be done by the students. In class, Robbie is a clown. A fossil of a man showed us around the museum. Beth's report on the environment was certainly an eye-opener.

Now, finish the following: When Jackie disagreed with us, he could be a real [Pain, obstacle, stone wall, wall....] Donnie's clunky old racing car turned out to be a real [dog, lemon, rocket....] In the competition, Tatania was a racing for the finish line. [deer, leopard, rocket....] Following the speech, the mayor had a(n) of questions. [handful, flood, avalanche...]