This document contains examples of poems and writing exercises focused on metaphor and imagery. It includes a poem that uses an extended metaphor to describe a teacher as a swooping eagle. Students are prompted to analyze how this poem uses extended metaphor and structured formatting. Another activity asks students to describe a meerkat by generating adjectives, verbs, and adverbs and examining language techniques. Additional prompts provide ideas for writing poems based on abstract concepts and places through extended metaphor.
Definition of Poetry, Sample Anglo American Poem, Shakespeare, The Seven Ages of Man, All the World's a Stage, Grade 9, Learning Material, English, Lesson 1 for Grade 9
Definition of Poetry, Sample Anglo American Poem, Shakespeare, The Seven Ages of Man, All the World's a Stage, Grade 9, Learning Material, English, Lesson 1 for Grade 9
This is a fortnights worth of Poetry lesson ideas and plans. This resource is based upon a premium poetry resource which can be found at. https://www.teacherspayteachers.com/Product/Poetry-Power-Pack-1916692
Poetry is not prose. Prose is the ordinary language people use in speaking or writing.
Poetry is a form of literary expression that captures intense experiences or creative perceptions of the world in a musical language.
This is a fortnights worth of Poetry lesson ideas and plans. This resource is based upon a premium poetry resource which can be found at. https://www.teacherspayteachers.com/Product/Poetry-Power-Pack-1916692
Poetry is not prose. Prose is the ordinary language people use in speaking or writing.
Poetry is a form of literary expression that captures intense experiences or creative perceptions of the world in a musical language.
American Literature Study Guide Use this study guide to he.docxgalerussel59292
American Literature Study Guide
Use this study guide to help you with terms and concepts related to literature.
I. Point of View
II. Types of Essays
III. Critical Approaches for Studying Literature
IV. Literary Terms
V. Ten Steps of Poetry Analysis
I. Point of View – Point of view refers to how a story is told:
First person narration – the “I” voice; the narrator speaks from his or her own point of
view.
Third person narration – the “he” or “she” voice.
Limited omniscient narration – third person narrator who presents only the inner thoughts
of one or two characters.
Omniscient narration – third person narrator who presents the inner thoughts of ALL of
the characters, capable of describing events happening simultaneously in different places.
Unreliable narrator – a narrator whose interpretation and evaluation do not coincide with
the implicit beliefs and norms of the values held by the author or reader.
Reliable narrator – a narrator who is trustworthy, who offers a mainly unbiased account
of the events.
II. Types of Essays
Reflective essay – an essay in which the writer ponders ideas and offers reflections about
one or more topics. A reflective essay can have a personal tone.
Compare and Contrast essay – an essay in which a writer discusses the similarities and
differences between two works.
Analysis essay – an essay in which the writer offers an interpretation of a work,
suggesting what possible meanings might be hidden or embedded in the work.
III. Critical Approaches for Studying Literature
An approach to literature is defined by a reader’s focus. Below, you will see that
different approaches focus on different aspects of an author’s work:
o Formalist approach – focus on the “formal” elements of a work.
Structure
Tone
Plot
Character
Length
Style
o Biographical approach – use elements from the writer’s life.
Family background
Childhood experiences
Major events
o Psychological approach – examine motivations and unconscious material.
Of the author: the author may have written things without being
consciously aware of his or her motivation.
Of the characters: the characters’ actions and personalities may reveal
their “hidden” motivation.
Of the reader: readers may respond to a work for unconscious reasons.
o Historical approach – examine the historical context to find influences in an
author’s work.
Economic conditions
Cultural context
Major events, such as war
o Feminist approach – consider issues related to women in a work.
Language used to depict women
Women characters
Social conditions for women
Depictions of motherhood
Issues related to women writers
o Mythological approach – consider universal ideas and concepts.
Fear and death
Love and hope
Seasons and cycles
Quests and symbols
o Reader Response approach – consider the reader of a work.
.
This presentation aims to teach learners the definition of figure of speech, simile, metaphor. Through this lesson, the learners will be able to identify whether simile or metaphor is used in a sentence as a figurative language. This presentation also sought to teach learners to read poem with proper intonation, diction and pauses. At the end learners will be prompt to analyze sentences containing figure of speech through guided questioning. Assessment will be given via google form.
Imagery, symbolism, and allusionImageryImagery refers MalikPinckney86
Imagery, symbolism, and allusion
Imagery
Imagery refers to the creation of mental images – sight, sound, taste, touch – through words.
Imagery is related to the themes and ideas of a poem. Poets use imagery to create an experience that opens the reader up to the poem’s themes and ideas.
Types of imagery
Visual imagery uses words to create sights. In Pound’s “In a Station of the Metro,” the visual is that of faces in a station crowd. In Pound’s image, these faces are “Petals on a wet, black bough” (line 2).
Auditory imagery captures sounds. In “Preludes,” Eliot’s images of the city include the familiar sounds of inner-city life:
The showers beat
On broken blinds and chimney-pots,
And at the corner of the street
A lonely cab-horse steams and stamps. (lines 9 – 12)
Types of imagery
Olfactory imagery uses smell to create an experience. It’s quite direct in Eliot’s “Preludes”: “The winter evening settles down / With smell of steaks in passageways” (lines 1-2). And again: “The morning comes to consciousness / Of faint stale smells of beer” (14-15).
Gustatory imagery describes tastes. In “Ode to a Nightingale,” Keats describes pining for the taste of wine thus: “O, for a draught of vintage! that hath been / Cool’d a long age in the deep-delved earth, / Tasting of Flora and the country green” (lines 11 – 13).
Types of imagery
Tactile imagery relates to touch and texture. Eliot’s “Preludes” creates a cycle of urban life that connects day and night, work and rest, using images:
Sitting along the bed’s edge, where
You curled the papers from your hair
Or clasped the yellow soles of feet
In the palms of both soiled hands. (lines 35-38)
Kinetic imagery is images of general motion, while kinesthetic imagery is images of human or animal movement. In “Sonnet 130,” Shakespeare describes the awkward walk of his beloved: “My mistress, when she walks, treads on the ground” (line 12).
Symbolism
Symbolism is the use of symbols to create meaning in an imaginative way.
A symbol is a thing that represents something else. Think of symbolism as using code to express ideas.
A word, an action, a setting, a character, a situation – all of these can be symbolic and, as symbols, significant to the themes and ideas of a work.
Symbolism
Symbols are often indirect and subtle. For example, one wouldn’t say that a character’s cough is a symbol for the character’s illness. The cough is a symptom of the illness and directly related to it.
Be careful how you use the terms “symbolism,” “symbolize,” and “symbol.” Often students use “symbolizes” when they actually mean “represents” in the general sense.
Identifying symbolism and symbols in works of literature is interpretation, and, like all interpretation, it must be supported by the text.
symbolism
Cultural or universal symbols are symbols that are common and easily recognized. Spring as a symbol for new life is a cultural/universal symbol.
Contextual, private, or authorial symbols are sy ...
In the text that you are about to read, you will discover that indeed, whatever hindrances in life, if there is the will to succeed, a person will surely rise above his or her circumstances.
look at some techniques of reading literature, especially poetry,.docxwkyra78
look at some techniques of reading literature, especially poetry,
examine how to find the literal meaning of a poem
examine how to find the figurative meaning of a poem
use "The Road Not Taken" as an example of how to read for literal and figurative meaning in a poem
read some poems
complete Draft 2A, which asks you to write about the literal and figurative meaning of a poem,
examine some ways to write an essay about a poem
complete Draft 2B, which asks you to write a paragraph about a poem,
submit a draft to SmarThinking for feedback
and write Paper 2.BY
KIM ADDONIZIO
I want a red dress.
I want it flimsy and cheap,
I want it too tight, I want to wear it
until someone tears it off me.
I want it sleeveless and backless,
this dress, so no one has to guess
what’s underneath. I want to walk down
the street past Thrifty’s and the hardware store
with all those keys glittering in the window,
past Mr. and Mrs. Wong selling day-old
donuts in their café, past the Guerra brothers
slinging pigs from the truck and onto the dolly,
hoisting the slick snouts over their shoulders.
I want to walk like I’m the only
woman on earth and I can have my pick.
I want that red dress bad.
I want it to confirm
your worst fears about me,
to show you how little I care about you
or anything except what
I want. When I find it, I’ll pull that garment
from its hanger like I’m choosing a body
to carry me into this world, through
the birth-cries and the love-cries too,
and I’ll wear it like bones, like skin,
it’ll be the goddamned
dress they bury me in.
Draft 2A: Literal and Figurative Meaning of a Poem
We have been learning how to get at the literal and figurative meanings of a poem. Now, it is your turn. In Draft 2A you are asked to give the literal and figurative meanings of one poem.
Literal Meaning
Write in paragraph form a paraphrase of the literal meaning you see in a poem such that you
put the poem's words in your own words,
get at the literal (not figurative or metaphorical or symbolic) meaning,
end up with about the same number of words as in the original poem, and
write in typical standard English prose.
Figurative Meaning
Write in paragraph form the figurative meaning you see in a poem such that you
sum up the central figurative idea of the poem,
support that interpretation of the figurative idea of the poem with quotations from the poem to support your ideas,
use quotation marks and cites the quotation and, if necessary, uses the forward slash between lines of poetry, and
write in standard English prose paragraphs.
Requirements for Draft 2A
1. You may choose to work with one or two other students in this class to do this assignment. That is, two or three people may work to produce one assignment.
2. Choose one of the poems listed on the page called "Reading Some Poems" in this unit.
3. Work with the poem, as shown in this unit, to understand and then write the literal meaning.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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
4. My teacher is an eagle swooping around the
room, hovering over his students, diving down
on innocent prey and demolishing them with
the terrible grip of his talons.
5. My teacher is an eagle
swooping
around the room,
hovering
over his students,
d
i
v
i
n
g
down
on innocent prey
demolishing them
with the terrible grip
of his talons.
6. The Writer
The writer is a magpie
As he dips into other lives,
Selecting bright baubles.
What other metaphors might we suggest for the writer?
7. Analysis
Looking at the poem written as an
example, explain the writer uses
extended metaphor and structure.
My teacher is an eagle
swooping
around the room,
hovering
over his students,
d
i
v
i
n
g
down
on innocent prey
demolishing them
with the terrible grip
of his talons.
8. Analysis
Looking at the poem written as an example, explain how the writer uses
extended metaphor and structure.
Use of Extended Metaphor Choices of Structure and Layout
9.
10. Look at the image of the meercat.
• Make a list down the centre of
the page of the key things you
can see.
Now take each idea in turn an use
a little bit of technique (e.g.
alliteration or imagery) to begin
to develop each idea.
eyes
nose
ears
toes
fur
Activity 1
11. Now think of your language
choices.
• What verbs could you use to
describe the meercat?
• What adverbs could you use?
• Adjectives?
Activity 2
12.
13.
14.
15.
16. Analysis
Looking at the meerkat poem, explain the writer’s lexical choices and use of
language techniques.
Lexical choices Language techniques used
18. Poems of possibilities
In the (name of place) of (abstract noun)...
For example:
In the library of secrets ...
The shelves whisper quietly
Concealing...
19. The City of Doom
In the city of doom –
The streets are awash with dead starfish
And the windows have wept tears of ice.
The shops are empty as silence.
20. The city of emptiness
In the city of emptiness –
The streets are silent as snow.
Houses are hollow as bones.
The cars glide by with no-one driving them.
The train station is waiting for a train that will never arrive.
The traffic lights flicker for no-one.
21. In the box of impossibilities…
ACTIVITY – in groups take six ideas and start to write a
poem.
You might like to think about how you might link ideas and
the order of things, maybe starting with the obvious and
moving on to the most crazy idea.
Editor's Notes
P 73 – poetry Y5 pupils will have come up knowing lots about similes but the challenge will be to take them on to metaphors.
“My teacher is like an eagle” becomes “my teacher IS an eagle”.
How could we extend this metaphor?
Brainstorm ‘eagle’ for ideas (link back to this morning’s approaches)
Words that show the extended metaphor in a different colour
Think about the structure of the poem – which words do you want to emphasise?
Key message:
In order to get a good poem, we need to think about what we’re going to focus in on.
Model the first bit
Model the first bit
In pairs:
One brainstorms ‘place’ nouns, the other brainstorms abstract nouns.
Looking for unexpected combinations!
In pairs:
One brainstorms ‘place’ nouns, the other brainstorms abstract nouns.
Looking for unexpected combinations!
