Staircase Metaphor

Overview

Lesson 6 (of 12) in “Power and Resilience in Texts” focuses on how literary devices build layered meaning in Langston Hughes’ poem Mother to Son. Students will analyse the extended metaphor of the staircase and practise identifying additional devices (dialect, imagery, symbolism), then create a visual representation that explains the meaning.

Learning intentions

Students will:

• identify the extended metaphor in Mother to Son and explain how it creates layered meaning
• analyse how imagery and symbolism shape the poem’s message about resilience
• use appropriate metalanguage to describe literary devices (e.g., extended metaphor, imagery, symbolism, dialect)
• create and justify a visual representation that communicates the poem’s metaphor and emotional impact

Success criteria

Students can:

• state what the staircase represents and link it to the poem’s theme
• point to specific lines and explain how devices influence meaning and emotion
• correctly use device terms in short oral or written explanations
• produce a labelled visual that includes at least two literary devices and a clear explanation of how they work

Curriculum links

• Identify and explain how literary devices create layers of meaning in texts including poetry - Explain how literary devices and language features are used to influence emotions and opinions - Create and edit literary texts by experimenting with language features and devices encountered in texts through visual-text justification language

Lesson structure (50 minutes)

1. 0–5 min · Hook (activate prior learning). Teacher displays a simple image of a staircase and asks: “What might stairs symbolise in life?” Students quick-write 3 ideas, then share one with a partner.

2. 5–15 min · Guided close reading (extended metaphor focus). Teacher rereads key stanzas of Mother to Son, pausing to highlight the “staircase” language and the mother’s advice. Students complete a scaffolded “Metaphor Tracker”:

• Box 1: “What is literally happening?” (mother describes stairs)
• Box 2: “What does it stand for?” (life struggles)
• Box 3: “Why does the poet choose this image?” (resilience, endurance) Teacher checks for correct linking between lines and meaning.

3. 15–25 min · Device spotlight stations (varying complexity). Students rotate through 3 short stations (about 3–4 minutes each) using a simple recording sheet with sentence starters.

• Station A (core): Dialect and voice — Students identify one example of dialect and write how it shapes character and tone.
• Station B (core+): Imagery — Students circle one image and explain how it helps us “see” hardship and hope.
• Station C (extension): Symbolism — Students explain what the staircase symbolises and how it influences the reader’s opinion of resilience. Teacher circulates, using targeted prompts to maintain focus on meaning, not just naming devices.

4. 25–38 min · Visual metaphor creation (explain as you create). Students create a visual representation of the extended metaphor (e.g., staircase on paper, digital slide, or annotated diagram). Requirements:

• Include a staircase (or equivalent steps) showing struggle and progress
• Add 3 labels that refer to specific lines and explain device effects
• At least 2 device terms used correctly (from: extended metaphor, imagery, symbolism, dialect) Teacher provides a mini-model: one staircase section with a line quote, a device label, and an explanation sentence.

5. 38–47 min · Gallery walk + oral justification. Students move in pairs to view 4 classmates’ visuals. Using a feedback frame, they record:

• “One thing I understand better about the poem…”
• “One device I noticed…”
• “A question I have…” Teacher reminds students feedback should focus on meaning and evidence.

6. 47–50 min · Exit ticket (formative assessment). Students answer: “What does the staircase represent, and how does one other literary device (dialect, imagery, or symbolism) strengthen the poem’s message?” (2–3 sentences.)

Resources

• Copies of Mother to Son (or class text on slides/print)
• “Metaphor Tracker” scaffold sheet
• Device station recording sheets with sentence starters
• Visual creation materials: A4 paper, coloured pencils/markers, sticky notes
• Teacher device term cards (extended metaphor, imagery, symbolism, dialect)
• Optional: digital devices or classroom tablets for those who prefer typing/creating
• Timer for station rotations

Assessment

• Formative checks during guided reading (Metaphor Tracker completion and teacher questioning)
• Station sheets reviewed for correct identification of devices and evidence use
• Exit ticket evaluated for: metaphor explanation, one additional device, and clear linkage to theme/emotion

Differentiation

• Sentence starters for all learners (e.g., “The staircase represents…”, “The poet uses imagery to…”, “This dialect shows…”)
• Provide a line bank (a few key quoted lines) so students select evidence rather than searching the whole poem
• For support: pre-drawn staircase templates with space for 3 labels; device term cards with brief definitions
• For extension: challenge students to include a “because” explanation (e.g., “The symbolism matters because it makes the reader feel…”), and to choose their own line evidence
• EAL support on Christmas Island: allow oral responses during stations first, then translate into short written sentences; focus on one or two device terms per paragraph for clarity

Notes for teacher (quick pacing check)

Keep the guided reading tight to ensure students have enough time to build visuals and justify meaning with evidence, aligning with the unit’s focus on resilience and power through layered literary devices.