Activity Overview
This activity allows students to break down the various components of the extended metaphor in ”Mother to Son”. As students read through each line, they will need to identify the figurative meanings behind Hughes’s word choices. Students should be able to cite a line from the poem and understand its literal meaning (as it pertains to the staircase) and its figurative meaning (as it pertains to the mother’s life). With this storyboard, students should choose 3-5 important lines from the text and depict their figurative meaning. Below each image, have students provide a brief explanation of the image they chose to represent.
”Mother to Son” Figurative Language
"Life for me ain't been no crystal stair"
Life has been difficult for the speaker. She has had to struggle and work hard to survive and improve her circumstances.
"It's had tacks in it/ and splinters"
The "staircase" of life has been filled with difficulties.The tacks and splinters represent hardships and moments that brought the mother pain. These could include working long hours, losing a job, dealing with illness, watching a loved one die, or many other difficulties.
“Bare”
The "bare" portion of the staircase again suggests difficulties. By isolating the word "bare" in its own line, Hughes suggests the mother was lonely or poor. She had no soft carpet of friends or money to bring her comfort or to ease the pain of her journey.
"And sometimes going in the dark/Where there ain't been no light"
The darkness represents hopelessness. When the speaker says there "ain't been no light", she suggests that there is no happy, bright spot in her life to bring her joy or give her hope in a brighter future.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
- Click "Start Assignment".
- Choose 3-5 lines from the poem and write them in the headings.
- Write your interpretation of the literal meaning for each in the description boxes.
- Illustrate each using appropriate scenes, characters, and items.
- Save and Exit
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Examples of Figurative Language | There are three examples of figurative language. | There are two correct examples of figurative language. | Only one of the examples of figurative language is correct. |
| Types of Figurative Language | All three examples are correctly identified as simile, metaphor, or personification (or other) in the title box. | Two examples of figurative language are correctly identified as simile, metaphor, or personification (or other). | Only one example of figurative language is correctly identified as simile, metaphor, or personification (or other). |
| Illustrations | Illustrations depict the example of figurative language from the story with clear visuals of appropriate scenes, characters, items, etc. | Illustrations depict the example of figurative language from the story but are unclear or incomplete. | Illustrations do not make sense with the examples chosen. |
| Descriptions | There are descriptions for all three example of figurative language that correctly explain what the figurative language means in the context of the story. | One of the descriptions is missing or the descriptions do not fully explain what the figurative language means in the context of the story. | Two or more descriptions are missing or they do not explain what the figurative language means. |
Activity Overview
This activity allows students to break down the various components of the extended metaphor in ”Mother to Son”. As students read through each line, they will need to identify the figurative meanings behind Hughes’s word choices. Students should be able to cite a line from the poem and understand its literal meaning (as it pertains to the staircase) and its figurative meaning (as it pertains to the mother’s life). With this storyboard, students should choose 3-5 important lines from the text and depict their figurative meaning. Below each image, have students provide a brief explanation of the image they chose to represent.
”Mother to Son” Figurative Language
"Life for me ain't been no crystal stair"
Life has been difficult for the speaker. She has had to struggle and work hard to survive and improve her circumstances.
"It's had tacks in it/ and splinters"
The "staircase" of life has been filled with difficulties.The tacks and splinters represent hardships and moments that brought the mother pain. These could include working long hours, losing a job, dealing with illness, watching a loved one die, or many other difficulties.
“Bare”
The "bare" portion of the staircase again suggests difficulties. By isolating the word "bare" in its own line, Hughes suggests the mother was lonely or poor. She had no soft carpet of friends or money to bring her comfort or to ease the pain of her journey.
"And sometimes going in the dark/Where there ain't been no light"
The darkness represents hopelessness. When the speaker says there "ain't been no light", she suggests that there is no happy, bright spot in her life to bring her joy or give her hope in a brighter future.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
- Click "Start Assignment".
- Choose 3-5 lines from the poem and write them in the headings.
- Write your interpretation of the literal meaning for each in the description boxes.
- Illustrate each using appropriate scenes, characters, and items.
- Save and Exit
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Examples of Figurative Language | There are three examples of figurative language. | There are two correct examples of figurative language. | Only one of the examples of figurative language is correct. |
| Types of Figurative Language | All three examples are correctly identified as simile, metaphor, or personification (or other) in the title box. | Two examples of figurative language are correctly identified as simile, metaphor, or personification (or other). | Only one example of figurative language is correctly identified as simile, metaphor, or personification (or other). |
| Illustrations | Illustrations depict the example of figurative language from the story with clear visuals of appropriate scenes, characters, items, etc. | Illustrations depict the example of figurative language from the story but are unclear or incomplete. | Illustrations do not make sense with the examples chosen. |
| Descriptions | There are descriptions for all three example of figurative language that correctly explain what the figurative language means in the context of the story. | One of the descriptions is missing or the descriptions do not fully explain what the figurative language means in the context of the story. | Two or more descriptions are missing or they do not explain what the figurative language means. |
How Tos about Figurative Language in \"Mother to Son\"
How can I help students write their own extended metaphors inspired by 'Mother to Son'?
Guide students to craft personal metaphors by brainstorming challenges they've faced, then selecting a central image (like a journey or object) that represents their life. Model how to weave literal and figurative meanings together, just as Hughes does. Encourage creativity and personal reflection to make their metaphors meaningful.
Start with a class discussion about challenges and perseverance.
Invite students to share moments when they faced obstacles or setbacks. Connect these experiences to the poem's theme, highlighting how everyone encounters 'tacks and splinters' in life. This builds empathy and sets the stage for metaphor creation.
Brainstorm possible metaphor images as a group.
List objects or journeys that could represent overcoming difficulties (e.g., climbing a mountain, sailing a stormy sea, fixing a broken bike). Encourage students to think beyond stairs and choose images that feel personal. This step sparks imagination and ownership.
Draft a metaphor poem using a chosen image.
Have students write a short poem using their selected metaphor, describing both literal and symbolic meanings. Remind them to include details that show struggle and perseverance, just like in 'Mother to Son.' Provide sentence starters if needed.
Share and discuss student metaphors in small groups.
Allow students to read their poems aloud and explain their metaphor choices. Foster a supportive classroom culture by encouraging positive feedback and connections between students' experiences. Sharing builds confidence and deepens understanding.
Frequently Asked Questions about Figurative Language in \"Mother to Son\"
What is the extended metaphor in 'Mother to Son' by Langston Hughes?
The extended metaphor in 'Mother to Son' compares life to a difficult, worn-down staircase. The mother describes how her journey has not been easy, using images like tacks, splinters, and darkness to illustrate life's hardships and challenges.
How can students identify figurative language in 'Mother to Son'?
Students can identify figurative language by looking for words and phrases that go beyond literal meaning. In 'Mother to Son', examples include 'crystal stair', 'tacks', and 'splinters', which symbolize obstacles and struggles rather than actual objects.
What are some examples of figurative language in 'Mother to Son'?
Examples include 'Life for me ain’t been no crystal stair' (meaning life is hard), 'tacks in it, and splinters' (symbolizing pain and obstacles), and 'going in the dark where there ain’t been no light' (representing hopelessness).
How can teachers create a lesson on figurative language using 'Mother to Son'?
Teachers can have students choose important lines from the poem, interpret both literal and figurative meanings, and illustrate each one. This helps students connect images and metaphors to real-life experiences.
Why is figurative language important in teaching poetry to middle school students?
Figurative language helps students understand deeper meanings in poetry, builds interpretive skills, and encourages creative thinking. It allows students to relate abstract concepts to real-life situations, making poetry more engaging.
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