Metaphors of Resistance

Grade Level

7th Grade

Duration

60 minutes

Unit

Rhythm, Resistance, and Voice (Lesson 5 of 10)

Lesson Title

Metaphors of Resistance: Black Poets

Common Core Standards

CCSS.ELA-LITERACY.RL.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem.

CCSS.ELA-LITERACY.RL.7.2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.7.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Learning Objectives (I can statements)

I can identify and explain metaphors and personification in Langston Hughes's poems.
I can compare themes and figurative language across two poems using a Venn diagram.
I can participate in a discussion to express my understanding of how metaphors highlight resistance.

Success Criteria

I accurately explain the metaphors and personification used in "Dreams" and "Mother to Son."
I complete a Venn diagram comparing the themes of the two poems.
I contribute thoughtfully during partner and whole-class discussions on the poems’ meanings.

Materials Needed

Copies of Langston Hughes’ poems "Dreams" and "Mother to Son" (dyslexia-friendly font versions provided)
Whiteboard and markers
Venn diagram handouts
Chart paper for group notes
Colored pencils or markers for diagram annotation
Audio recording of a Langston Hughes reading (optional)

Lesson Activities

1. Introduction and Hook (10 minutes)

Play an audio recording of Langston Hughes reading "Mother to Son."
Ask students: “What feelings or images came to mind when you heard the poem?”
Briefly introduce Hughes as a Black poet who used metaphor and personification to express resistance and hope during difficult times.
Write the lesson’s "I can" statements on the board for student reference.

2. Mini-Lesson: Figurative Language Focus (15 minutes)

Distribute the poem "Dreams."
Model identifying metaphors and personification in the poem by reading aloud and annotating metaphors such as “Life is a broken-winged bird that cannot fly.”
Use guided questioning: “What does the bird symbolize?” “How does this metaphor express resistance or hope?”
Repeat similar identification with "Mother to Son," focusing on the metaphor of life as a staircase.
Highlight how metaphor and personification communicate resilience.

3. Collaborative Practice: Venn Diagram Comparison (20 minutes)

Pair up students; give each pair a Venn diagram handout and copies of both poems (dyslexia-friendly font).
Guide pairs to identify themes and metaphoric imagery in “Dreams” and “Mother to Son.”
Students fill in similarities and differences on the Venn diagram (use colored pencils/markers to visually differentiate the two poems’ elements).
Circulate to support thinking and provide scaffolding as needed.

4. Whole Class Discussion and Reflection (10 minutes)

Bring class together to share key insights from their Venn diagrams.
Facilitate discussion about how Hughes uses metaphors to resist oppression and inspire hope.
Prompt with “How do these poems reflect voices of resistance?” and “Why is metaphor a powerful tool in poetry about struggle?”
Reference success criteria to self-assess understanding.

5. Exit Ticket (5 minutes)

Students write a brief response to: “Choose one metaphor from either poem and explain how it represents resistance.”
Collect exit tickets for quick formative assessment.

Differentiation Strategies

Provide dyslexia-friendly fonts and color-coded annotations on poems to improve accessibility.
Use audio recordings to support auditory learners and students with reading challenges.
Offer sentence starters for exit ticket responses (e.g., “The metaphor _____ means _____ because _____.”).
Pair strong readers with peers who need support in discussions and writing.
Visual learners benefit from the Venn diagram and multi-colored annotations.

Extension Activities for Advanced Learners

Encourage students to write their own poem using metaphor and personification to express a personal experience of resistance or hope.
Analyze an additional Langston Hughes poem such as “Harlem” or “I, Too” and compare its metaphors with those in “Dreams” and “Mother to Son.”
Lead a small-group debate on which poem offers a stronger or more effective metaphor for resistance.

Assessment

Formative: Observation during partnering discussion and Venn diagram activity.
Exit ticket responses demonstrating understanding of metaphor as resistance.
Participation in whole-class discussion, evaluated against success criteria.

Reflection and Teacher Notes

Observe if students grasp abstract metaphoric language and guide with concrete examples as needed.
Consider timing flexibility — allow extra time for pairs struggling with the Venn diagram.
Incorporate culturally responsive teaching by situating Langston Hughes’ poetry within the historical context of the Harlem Renaissance and ongoing social justice themes.
Note student engagement with audio and visual tools for future lesson planning.

This lesson combines auditory, visual, and kinesthetic learning modes to engage all learners, builds critical literary analysis skills aligned with Common Core standards, and cultivates deeper understanding of poetic expression as a form of resistance.

Teaching Instructions