This learning package aims to teach English III high school students about literary devices. It will have students identify different devices through a word bingo game. They will then discuss various figures of speech like similes, metaphors, and personification. To deepen understanding, students will play a sentence strip game matching examples to the correct figures of speech. The lesson emphasizes that figures of speech make writing more colorful, imaginative, and interesting to read. As an assignment, students must write a poem using different figures of speech.
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This talk explores the use of fanfiction, writing that recycles and reimagines existing characters and storylines from books, movies and television, as a pedagogical tool in the English classroom to bridge both literary and language learning. It follows the implementation of The Blogging Hobbit, a task-based fanfiction project based on Tolkien’s The Hobbit, that was carried out as part of a course for students in a teacher education program at Malmö University and explores the outcomes and challenges that emerged.
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This presentation builds upon work in media and fandom studies to explore the use of fanfiction as a pedagogical tool in a technology-enhanced university foreign language class. It examines the linguistic complexity and sociolinguistic choices of advanced learners of English who engaged in blog-based collaborative fanfiction to write a missing moment from Tolkien’s The Hobbit.
Presented as part of the Bedömning, Dokumentation och Kvalitetsarbete (BeDoK) series on 15 October 2014.
There and Back Again: Tales of Fanfiction from the English ClassroomShannon Sauro
This talk explores the use of fanfiction, writing that recycles and reimagines existing characters and storylines from books, movies and television, as a pedagogical tool in the English classroom to bridge both literary and language learning. It follows the implementation of The Blogging Hobbit, a task-based fanfiction project based on Tolkien’s The Hobbit, that was carried out as part of a course for students in a teacher education program at Malmö University and explores the outcomes and challenges that emerged.
The Quality of Writing in Blog-Based Fanfiction for Language LearningShannon Sauro
This presentation builds upon work in media and fandom studies to explore the use of fanfiction as a pedagogical tool in a technology-enhanced university foreign language class. It examines the linguistic complexity and sociolinguistic choices of advanced learners of English who engaged in blog-based collaborative fanfiction to write a missing moment from Tolkien’s The Hobbit.
Presented as part of the Bedömning, Dokumentation och Kvalitetsarbete (BeDoK) series on 15 October 2014.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the interrelatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
DQ 5 Please write at least 250 words for each question. Also, .docxelinoraudley582231
DQ 5
Please write at least 250 words for each question. Also, double check the work for plagiarism and please cite all quotes.
CH. 10
1. Discuss the problem space hypothesis. How might it account for and explain the various blocks to problem solving?
2. In what ways is mental set similar to perceptual set? In what ways are the two phenomena dissimilar?
CH. 11
1. Describe the similarities and differences between inductive and deductive reasoning.
2. Describe the image theory and contrast it with expected utility theory.
3. Discuss the relationship between hindsight bias and overconfidence.
CH. 13
1. Discuss the implications of the major findings regarding gender differences in cognitive abilities.
CH. 14
1. Describe Hudson’s studies of pictorial perception and discuss their implications.
2. When trying to solve a problem, you might have been instructed to “stop thinking about it and come back to it later.” Based on what you have learned about impasses, do you think this is a good advice? Why or why not?
3. Consider the following choice? I will give you a free $5.00 bill, no strings attached. Optionally, I will allow you to flip a coin: heads you win $10.00, tails you win nothing. Do you want the $5.00, or do you want to flip the coin? What does expected value theory tell you that you should do? Does this accurately represent your feeling about the decision?
DQ 4
Please write at least 250 words for each question. Also, double check the work for plagiarism and please cite all quotes.
1. Does language come from cognitive processes? Or is language and mental cognition separate? Explain.
2. Language structure is important in cognition, but is it really? For example, if a child said to you, “You, me, cookie, go, now, hurry,” you would know what the child meant, even though what is said is not grammatically correct. How is that possible?
3. Is there a critical period for language? Is so, what might this imply about learning multiple languages in school?
4. Who is Noam Chomsky? What was one of his major innovations as a linguist?
CH. 9
1. What is the Whorfian hypothesis of linguistic relativity? Evaluate the empirical evidence bearing on it.
2. Describe the modularity hypothesis and its implications for the study of language as part of cognitive psychology.
3. What does it mean to say that our knowledge of linguistic rules is implicit rather than explicit? Discuss the implications of this statement.
4. What does the term “grammar” mean to linguists and psychologists? How does their understanding of the term differ from that of a layperson?
Ashford 5: - Week 4 - Instructor Guidance
ENG 125 WEEK 4 GUIDANCEDrama
"What is drama but life with the dull bits cut out." - Alfred HitchcockThis week's overview
Welcome to Week 4! We are already over halfway through our literary journey in this course. Your lesson this week involves drama, especially its history in Greek and Elizabethan theater. Some of you might be wondering what such old plays have to .
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This presentation discusses methods and problems in academic language at middle and high school. The presentation suggests several methods of working with students to enrich academic language.
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How to Make a Field invisible in Odoo 17Celine George
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How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
1. LEARNING PACKAGE IN ENGLISH III
HIGH SCHOOL
OBJECTIVES:
At the end of the lesson, the students are expected to:
A. identify the different literary devices;
B. give the importance of using literary devices in writing; and
C. work cooperatively in class through an activity entitled “Sentence Strip Game.”
Sub-Topic: Figures of Speech
Learning Experiences REMARKS
(Routine Activities)
-prayer
-checking of attendance
-housekeeping
-review of the past lesson
A.EXPLORE
1. Wave you encountered poems that you can’t easily
understand? What did you feel about it? What did you do?
2. Why do you think you can’t understand them?
Activity:
There are words on the board such as Simile, Metaphor,
Personification, Trope, Metonymy, etc.. Students will be given
bingo sheets and then they will choose any word posted on the
board and write it on any of the eight blank spaces. After they
have written the words the game bingo will be started. It’s similar
to the real bingo game. The only difference is that words are on
the bingo sheets. (Black Bingo)
WORD BINGO
A price will be given to the first student who will be able to do the
Black Bingo.
B. FIRM-UP
1. Today, we shall discuss the Figures of speech.
2. What are figures of speech? Why do you think we need figures
of speech?
2. 3. Let’s start with Simile. Any idea what do we mean when we say
simile?
4. "Good coffee is like friendship: rich and warm and strong."
(slogan of Pan-American Coffee Bureau). What did you notice in
this slogan? What made it a simile? How did you say so?
5. How about the metaphor? What is a metaphor?
6. In this sentence, "Humor is the shock absorber of life; it helps
us take the blows."(Peggy Noonan, What I Saw at the Revolution,
1990), what made it a metaphor? How did you say so?
7. How about the personification? What is a personification?
8. In this sentence, “Time never waits for anyone,”
what made it a form of personification? How did you say so?
9. How about the hyperbole? What is a hyperbole?
10. In these lines, “Give me a thousand kisses, then a hundred,
then another thousand, then a second hundred. Then still another
thousand, then a hundred,” ( Catullus) what made it a form of
hyperbole? How did you say so?
11. How about the metonymy? What is a metonymy?
12. In this sentence, “We must wait to hear from the crown until
we make any further decisions,” what made it a form of
metonymy? How did you say so?
13. How about the synecdoche? What is a synecdoche?
14. In this sentence, “"Give us this day our daily bread."
(Matthew, 'The New Testament'),” what made it a form of
synecdoche? How did you say so?
15. How about the apostrophe? What is an apostrophe?
16. In this sentence, "Blue Moon, you saw me standing alone.
Without a dream in my heart.
Without a love of my own.
(Lorenz Hart, "Blue Moon") what made it a form of apostrophe?
How did you say so?
17. How about the paradox? What is a paradox?
18. In this sentence, "Some day you will be old enough to start
reading fairy tales again."(C.S. Lewis to his godchild, Lucy
Barfield, to whom he dedicated The Lion, the Witch and the
Wardrobe) what made it a form of a paradox? How did you say
so?
19. How about the oxymoron? What is an oxymoron?
20. In this song title, “The Sounds of Silence,” what made it a
form of an oxymoron? How did you say so?
21. How about the irony? What is an irony?
22. In this sentence, “The robbers were robbed.” what made it a
form of an irony? How did you say so?
23. How about the litotes? What is litotes?
24. In this sentence,“It isn’t very serious. I have this tiny little
tumor on the brain.” what made it a form of litotes? How did you
say so?
23. How about the onomatopoeia? What is onomatopoeia
3. 24. In this sentence, "Brrrrrrriiiiiiiiiiiiiiiiiiinng! An alarm clock
clanged in the dark and silent room." (Richard Wright, Native Son,
1940) what made it a form of onomatopoeia? How did you say
so?
C. DEEPEN
Activity:
Sentence Strip Game
The class will be divided into six teams and will be given
envelope and a flaglet.
There are series of sentences using various figures of
speech, and a series of cards with the names of the
figures of speech, such as metaphor and simile in an
envelope. Using a timer, have the students will match the
sentence strips with the correct cards with the names of
the figures of speech. The team that matches all of the
sentences to the correct cards in the shortest time and will
place their flaglet on the teacher’s table wins.
What is the importance of using figures of speech? Why do we
need to use them?
* We use figures of speech in "figurative language" to add color
and interest, and to awaken the imagination. Figurative language
is everywhere, from classical works like Shakespeare or the Bible,
to everyday speech, pop music and television commercials. It
makes the reader or listener use their imagination and
understand much more than the plain words.
*Authors use figure of speech to enhance their writing piece.
They also use figure of speech to make their piece interesting and
descriptive.
ASSIGNMENT:
Create a 4-stanza poem using the different figures of speech
focusing on the Vocation celebration. Write in on a whole sheet of
pad paper.
Mina, Lorna Cammille
BSEd-4