Lesson 1 and 2 - Figurative Language and Poetic Devices

5/20/2018 Lesson 1 and 2 - Figurative Language and Poetic Devices

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Figurative Language and PoeticDevices

Lesson objectives:

to revise the key terms

to develop our ability to identify examples in a text

Learning Objectives

Review your knowledge of literary terms.

Evaluate and sequence literary terms.

Create a set of revision cards using different sources of material.

Summarize different literary devices in your own words, supportexamples.

Punctuation Focus: use capital letters for at the start of sentences and for names of peo

Finish sentences with a full stop, question mark or exclamation mark as appropriate.


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LINK?



Lesson Objective

to revise the key

to develop our ab

examples in a textLearning Outcom

Review your know

terms.

Evaluate and seq

Create a set of rev

different sources o

Summarize differe

your own words, s

examples.


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Why is it important to know the key terms?

Knowing the key termsfor English is as crucial asknowing what aprotractor is in Maths, orthe Periodic Table is inChemistry.

If you dont show yourability to correctlyidentify thesetechniques, you will losemarks.



Lesson Objectives:to revise the key terms

to develop our ability to

examples in a text

Learning Outcomes

Review your knowledge

terms.

Evaluate and sequence

Create a set of revision different sources of mate

Summarize different lite

your own words, support

examples.


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KNOW [2] NOT SURE HAVEN'T A

Lesson Objectives:


to develop our ability to identify examples in a textLearning Outcomes


Evaluate and sequence literary terms.

Create a set of revision cards using different sources of material.

Summarize different literary devices in your own words, supported by examples.


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In order to do this, you will create a set of revision cards. Use

paper provided and the glossaries which you have been givena personalised set of revision cards.

Definition: a comparison made

between two things (notusing like,than or as). It is not literal.

Example: an explosion of colour



Lesson Objectives:

to revise the key term

to develop our ability

examples in a text

Learning Outcomes

Review your knowled

terms.Evaluate and sequen

Create a set of revisi

different sources of m

Summarize different

your own words, supp

examples.


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http://www.teachers-direct.co.uk/resources/quiz-busters/quiz-busters-game.aspx?game_id=



Lesson Objective

to revise the key

to develop our ab

examples in a text

Learning Outcom

Review your know

terms.Evaluate and seq

Create a set of re

different sources o

Summarize differ

your own words, s

examples.


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ADVERB


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SUPERLATIVE


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ASSONANCE


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ONOMATOPOEIA


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METAPHOR


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RHYMING COUPLET


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Lesson Objectives:


to develop our ability to identify examples

Learning Outcomes


Create literary terms posters, featuring key

Categorize literary terms

Interpret quotations using your knowledge



DENOTATION ?

CONNOTATION ?


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DENOTATION

CONNOTATION

Punctuation Focus: use capital letters for at the start of sentences and for names of peop


Lesson objectives:



Learning Outcomes


Create literary terms posters, featuring key examples.


Interpret quotations using your knowledge of literary terms.


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Lesson objectives:to revise the key terms

to develop our ability to identify text

Learning Outcomes

Review your knowledge of literar

Create literary terms posters, feaexamples.


Interpret quotations using your kliterary terms.


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1]In your envelope you will find some card with words orphrases on them. You need to think carefully which techniqueis being used.

2]Around the room are posters with the key term anddefinition. Put your cards on the correct poster. Dont stickthem down until everyone is finished.

3]If you get stuck, you may ask a friend.



Lesson Objectives:

to revise the key termsto develop our ability to identify examples in a text

Learning Outcomes






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Tell me three things...

you have learnt todayyou have done well

the group has done well

you would like to find out more about

you know now that you didnt know 50 minutes ago

Punctuation Focus: use capital letters for at the start of sentences and for names of peopl


Lesson Objectives:



Learning Outcomes






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Punctuation Focus: use capital letters for at the start of sentences and for names of p


sweet, sour swift, slow hysteria bright an

my love perfect without offending the treesthe sea d

skies sur

a ball of dust that rde thefloor

a dazzle, dim never Sarasvati

all gentlest its intent conquer


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As a group, you are now going to be given one of the posters to

Carefully consider the connotations of each of the words or phr

Write notes around the quotation to explain your ideas. Rememone idea is correct as long as you can explain where your inferefrom



Lesson Objectives:


to develop our ability to identify examples in a textLesson Outcomes






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This city now doth like a garment wear the beauty of morning

A door in the mind blows open and there blows/ a frosty wind from fields of

The country wears perfect rows of shining teeth

Where the black field and the still-standing tree/ Were bright and fearful presen

the night empties the whole of its contents down




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This city now doth like a garment wear the beauty of mo


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A door in the mind blows open and there blows/ a frosty wfields of snow


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The country wears perfect rows of shining teeth


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Where the black field and the still-standing tree/ Were brifearful presence to me


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the night empties the whole of its contents down


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What do these mean ?

PE

E

P

E

A

P

E

A

L


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Step 5: Writing an effective analysisIn order to write an effective PEE, PEA orPEAL analysis,

to include the following parts:

the technique used

a quote from the text / specific reference to the text

an explanation of the inferences and the effect on the readanalysis

A link back to the task, question, previous paragraph or nexparagraph.




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Although both poems present their characters using tone, Medusa has an angry t

The River God has a cheerfully sinister tone to show the character.

.The impression this quotation shows is that the River God enjoys having people s

The phrase spirit of clowning implies that he is a jokey character who likes to get

things by throwing people up and down in his water.

By contrast, whilst The River God also uses tone to show the characters feelings

somewhat cheerful and excited: I throw them up now and then in the spirit of clow

He clearly gets enjoyment from this action, however, it is preceded by the line t

time drowning from which the reader can infer that he actually likes to throw the pe

down in the water to murder them. The fact that he likes killing them and enjoys cl

with their bodies as he does this adds a sinister tone to the poem and presents his

murderous and cruel.


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By contrast, whilst The River God also uses tone to show the characters feelings

somewhat cheerful and excited: I throw them up now and then in the spirit of clow

.The impression this quotation shows is that the River God enjoys having people s

The phrase spirit of clowning implies that he is a jokey character who likes to get

things by throwing people up and down in his water.

He clearly gets enjoyment from this action, however, it is preceded by the line t

time drowning from which the reader can infer that he actually likes to throw the pe

down in the water to murder them. The fact that he likes killing them and enjoys clwith their bodies as he does this adds a sinister tone to the poem and presents his

murderous and cruel.

Although both poems present their characters using tone, Medusa has an angry t

The River God has a cheerfully sinister tone to show the character.


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YOU SAY WE PAY


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RHYMING COUPLET


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HYPERBOLE


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OXYMORON


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ANTITHESIS



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BREAD - POINT -Make a point about the novel (topic senthe question. From the very beginning, the reader can tethe reader that... The main character/protagonist...

LETTUCE - EVIDENCE-Back this up with a suitable quotatHe/she says... The line ... The author writes...

TOMATO/BURGER - ANALYSIS

Identify the technique used in the quotation e.g. exagga character/theme, creating an atmosphere, providing litelling us about the character's inner thoughts, foreshadallows the reader to... The reader can tell that...

Comment on a single word from the quotation and expthe reader. The word _________ suggests to the readereader think/feel...

Say what the writer is trying to make the reader think/suggesting that... It seems that the character feels... Thisthat... We can infer that...

BREAD - LINK -Link your points back to answering the quhighlights/emphasises the idea... This quotationillustrates/demonstrates/reinforces the writer's point thintention to... I think the writer wants us to... The authowriter successfully makes the reader think/feel...



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Step 5: Writing a PEAL analysisPoint Evidence Analysis

The writer uses for example, in the phrase

This word/phrase has connotations of This quotation highlights/em

One of the techniques the writer

uses to good effect is

such as Due to the connotations of , this creates a feeling of This quotation illustrates/de

writer's point that.

The writer creates an overall

feeling of through the use of

for instance Although it has connotations of it also has

connotations of which creates a feeling of .

.. It is the writer's intention

to... The author may intend

The writer creates an atmosphere

of . One way in which this is

achieved is through

most especially which has connotations of . The writer successfully mak





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POINT

EVIDENCE ' the fish was a submarine'

ANALYSIS

[TECHNIQUE/COMMENT ON A

SINGLE WORD ANDEXPLANATION / THEWRITER'SINTENTIONS]

LINK



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POINT

EVIDENCE

ANALYSIS

[TECHNIQUE/COMMENT ON A

SINGLE WORD ANDEXPLANATION / THEWRITER'SINTENTIONS]

LINK



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Step 6: Peer Assess

In order to write an effective PEAL analysis, you need to incluparts:

the technique used


an explanation of the inferences and the effect on the readA link back to the task, question, previous paragraph or nexparagraph.





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Step 6: Peer Assess

In order to write an effective PEAL analysis, you need to incluparts:

the technique used


an explanation of the inferences and the effect on the readA link back to the task, question, previous paragraph or nexparagraph.

u ctuat o ocus: use cap ta ette s o at t e sta t o se te ces a d o a es o peo


Documents

Lesson 1 and 2 - Figurative Language and Poetic Devices