Foreword try out these riddles and see if you can answer the



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MAKE A METAPHOR

FIRST IDEA

SECOND IDEA

FIRST IDEA

SECOND IDEA

Stars

are the magician’s dust of the sky.

sky

the canvas of the Gods

ears

He had seashell ears.

drugs

a disease in society

A waterfall

is the silver loom of the forest

the moon

a pale coin/sovereign

Twitter

is the telephone of the 21st c.

television

the drug of a nation

The rain

was ice cold

mist

gun smoke

Knowledge

is the salvation of mankind

trees

heads of broccoli

The sky

was a cloudscape of colours

the sun

a gold coin

John

is the alpha male

waves

washing up liquid of

A mnemonic

is mental Velcro.

darkness

man’s enemy

Pollen

is the moondust of the air

sunbeam shape

laths of gold

Mary

is the apple of her teacher’s eye

The cottage

of the damned

A dictionary

is the Bible of English

fame

sweet honey of success

Mountains

are cathedrals of the skyline

monster’s eyes

spider cold

Deserts

are a sauna of heat

rain

crystal tacks of the sky



AIMS AND OBJECTIVES

INTERNET RESOURCES

1) To introduce the concept of metaphor as ‘meat for the bones’ of the English skeleton.

2) To engender creative thinking and concepts.

3) To introduce the word ‘archaic’.

4) To introduce a mnemonic as ‘mental Velcro’.



1) YouTube Muhammed Ali talking and training, if time permits. Notice the ‘high twitch’ physical actions, the tempo of his speech and electric personality.

MAIN LESSON

OTHER RESOURCES

1) Recap on storychain homework if applicable.

2) Quiz class on knowledge of definition of metaphors.

3) Read out and discuss metaphors/William Prynne quote. Discuss archaic words and elicit examples.

4) Allow class to fill in grid on left in pairs or teams.

5) Correct grids and class and file points total.

6) Enable class to cope with grid on right with direction.

7) Read Muhammed Ali’s quote and recap on lesson.


1) Discuss Muhammed Ali as a man with a moral compass (the draft/Vietnam), a man of principle, and unshakeable conviction.

2) Discuss as an exemplar of man who cast aside the shackles of his upbringing. Discuss being refused in restaurant after winning Olympic gold for America.



PLENARY/LEARNING OUTCOMES

HOMEWORK IF REQUIRED

1) Is meat for bones a mnemonic technique?

2) What is the value of mnemonics/nursery rhymes as metaphors?

3) Define ‘impossible’ as related to ambition: a life choice or reality for some?



Any assignment related to Muhammed Ali as a man who ‘broke the mould’. He is a living metaphor for daring to aim high and goal-setting with hard work.

Consider giving the right side of the grid as homework.



OBSERVATIONS:

Date: __/__/__

Title: CROSSWORDS AS COGNITIVE AID

Lesson number: 11



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ACROSS DOWN

4 That is to say (2, 3) 1 A party to go to sleep at (10)

5 Honey gold buzzing in your ear? (7) 2 It causes huge waves (7)

7 Stop flying it! (4) 3 Latin stems for influenza and one (8)

8 Shorter version of ‘and others’ (2, 2) 6 Breathing out gently (8)

10 The long, low sigh of the sea (5) 8 To forgive is divine (3)

12 Michelle is not the only First Lady! (3) 9 To shorten a word to its initials (7)

13 The shape of a dangerous beach (6) 11 A gem of a blue colour (5)

14 A large expanse of sky (4) 13 A special sort of intelligence (7)

16 The coldest blue of them all (3) 14 The smallest of conjunctions (2)

17 An old, arcane word (7) 15 Clear of thought and colour (5)

Let the students make their own crossword. The whole point of the crossword is that it is an exercise in frustration and failure. It will take time to perfect but here are few better exercises to fuse the spatial, linguistic, logical and kinaesthetic intelligences.



Date: __/__/__

Title: INTRODUCTION TO SIMILES

Lesson number: 12

The purpose of this lesson is two-fold; an introduction to similes and how to distinguish a simile from a metaphor. There are 10 simile sentences to fill in. Let the students attempt these in pairs. Discuss the best similes and consider putting one of them into the last page of the September module, the ‘CLASS IDEAS REVISION GRID’.

Move onto the grid on the second page and let them fill it in with a different partner. Discuss ‘language register’ and how the metaphors and similes move up in complexity. If time permits, let them start a story for homework using the words in the grid. The LEVEL 1, 2 or 3 they attempt should be their choice. Then let them have fun trying to guess the riddle answer.



a feast of stars in the sky (M)

a galaxy of stars overhead

a constellation of stars hung

like shiny dust (S)

like glitter on black velvet

like anvil sparks

night’s black cloak closed in

night’s inky robe covered all

night’s dark shroud appeared

as quiet as a church

as quiet as a convent

as still as a tomb

the old-gold moon

the ore-gold moon

the molten-gold moon

the soft song of the sea

the gentle opera of the sea

the hushed lullaby of the sea

beams of light on the water

spears of light on the water

lances of light on the surface

wind felt like warm silk

wind felt like warm satin

wind felt like a veil of velvet

a soup of smells

a brew of scents

a broth of aromas

dawn sun like a glowing orb

sun was God’s golden eye

God’s morning star rose



AIMS AND OBJECTIVES

INTERNET RESOURCES

1) Introduction to similes: get dictionary definition.

2) How similes and metaphors add ‘sparkle’.

3) How to distinguish between metaphor and simile.


1) TI: List of best similes to:

englishclub.com

It gives 100 simple similes to choose from.



MAIN LESSON

OTHER RESOURCES

1) Correct crossword if not already done.

2) Explore definition of simile/metaphor.

3) Class ‘on task’ in paired assignment.

4) Teacher guides and lends assistance/encouragement.

5) Recap on 10 sentences answer.

6) Class attempt grids with different partner.

7) Recap on grid answers and simile/metaphor differentiation.


1) Posters on best similes and metaphors to be exhibited in classroom.

2)


PLENARY/LEARNING OUTCOMES

HOMEWORK IF REQUIRED

1) What do similes add to a passage of writing?

2) What do metaphors add to a passage of writing?

3) Discuss the use of ‘reverse logic’ after they attempt the riddle answer and breaking down a problem into its individual components. Very few students can do this.


Write a story based on the words in LEVEL 1, 2 or 3.

OBSERVATIONS:

Date: __/__/__

Title: JOHN LENNON AND HAPPINESS

Lesson number: 13

FILL IN THE BLANKS

1. The beach was earthshine-gold. COLOUR

2. We heard the snoozy sea lap gently. SOUND

3. We walked on a bow of beach. SHAPE/MOTION

4. Cylinders of light moved across the sea. METAPHOR

5. The other tourists were leather-brown. TANS

6. The horizon was threaded with a border of silver. HORIZON

7. Children were squealing on the beach. OTHER IMAGES

8. The sun toasted our skin. SENSATION

9. The sea air smelled of chlorine. SMELL

10. The spicy sausages in the burger burned our tongues. TASTE



AIMS AND OBJECTIVES

INTERNET RESOURCES

1) The importance of punctuating a text.

2) The importance of happiness in school/workplace.

3) Recap on formula for descriptive writing.


1) TI: Where the hell is Matt 2006 into YouTube

2) TI: Where the hell is Matt 2008 into YouTube



MAIN LESSON

OTHER RESOURCES

1) Read out quote. Discuss in detail. Relate to life/school.

2) Students ‘on task’ for punctuation.

3) Play ‘Where the hell is Matt’ 2006 and discuss.

4) Students fill in the blanks in pairs. Discuss formula.

5) Recap on formula/concept of minding oneself.


1) TI: Where the hell is Matt 2012

into YouTube


It is his best video.

PLENARY/LEARNING OUTCOMES

HOMEWORK IF REQUIRED

1) Who defines happiness? Us or others?

2) Happiness is 50% your own choice, 40% genetics and 10% external events, according to new research.

3) Formula in grids/module concluded tomorrow.




A short assignment on the nature of wellbeing, minding oneself and happiness. Bring in one unusual object of touch and smell for tomorrow’s class. Read ‘Other Resources’ on next page.



OBSERVATIONS:

Date: __/__/__

Title: DESCRIBING A BEACH: 5th GRID

Lesson number: 14

Definition: The eye looks but it is the mind that sees.

­­­­­­­­­­­Spelling revision

New words

Dictionary definitions, corrections, and synonyms.

metaphor

saline




dome

barbecued




pantheon

soothing




fleece

lulling




anvil

tangy




medallion

charcoaled




Titan

kelp






heart warming

spirit lifting

soul refreshing

soul nourishing

heart comforting

spirit raising

soul soothing

soul lulling

oily

fishy

smell of kelp

saline

salty

seaweed

smell of brine

pelagic

yummy hot dogs

spicy chicken

flame grilled meat

sizzling steak

delicious burgers

barbecued sausages

coal-fired onions

charcoaled tuna



AIMS AND OBJECTIVES

INTERNET RESOURCES

1) To reinforce the concept of working at something well reaps rewards. Discuss the improvement in their writing compared to the 1st lesson. Congratulate them.

2) To inform students the information in the 5 grids will be tested at the end of September and to revise them.

3) Mentally chart the increase in dictionary motor-neuron skills.


1) Reward with a pre-arranged clip of film about nature (i.e. wildlife documentary on the sea)

2) ‘The Living Planet’ YouTube opening sequence with the whale is spectacular.



MAIN LESSON

OTHER RESOURCES

1) Discuss/aurally correct homework assignment.

2) Check spelling assignments from yesterday.

3) Finish grid individually/pairs/teams.

4) Praise class for upward graph of improvement.

5) Reward with documentary as module is complete.

6) Inform them final recap will be tomorrow.

7) Enjoy the documentary.


1) Let the class bring in one object of touch and smell each. The smell could be a leaf, a blade of grass, a scented candle like pomegranate etc. and blindfold members of the class to guess it. They will remember this class all their lives.

PLENARY/LEARNING OUTCOMES

HOMEWORK IF REQUIRED

1) How much have the patterns helped them? Are they more focused and less ‘scatty’ in their writing?

2) Has their writing been distilled into beautiful phrases, enjoyable to read and write and impactful?

3) What have they learned from this module? Have they enjoyed it? Does the multi-sensory formula make sense?


Homework off at end of all modules.

Contributing to their portfolio work is an ongoing option if they wish.



OBSERVATIONS:

Date: __/__/__

Title: USING MICRO WITH MACRO

Lesson number:15

Mention has been made of a story-fizzer in previous lessons. Best practise in cognitive thinking, use of the imagination and patterns of English have been established. These are the macro areas that all teachers aspire to impart to their students. The micro details can be worked on now in more depth.

Attention must also be drawn to ‘laser-eyed attention to detail’ also. This separates the truly gifted pupil from the rest. A gifted student will take one of the scenarios below and come up with a creativity that can astound you. The rest of the students need to develop the mental scaffolding needed to get to this level. It is a process of osmosis rather than overnight genius, but the sparks will start the fire. With the right questioning and higher order prompts, they too will achieve their potential. Explain that objects that lead to a fascinating story are priceless!

You’re walking on the beach when you spy a tidal pool or lagoon. What’s in the pool?

1 POINT

scuttling crabs

turbo charged shrimp

nickel-silver fish

5 POINTS

message in a bottle

a Millennium capsule

a genie’s lamp

5 POINTS

engraved golden ring

a stash of Roman coins

a treasure chest

5 POINTS

tsunami wreckage with strange objects

driftwood with an arm handcuffed to it

unknown giant sea creature

5 POINTS

unexploded WW2 bomb

invading frogmen from a foreign land

a bull shark circling a surfer



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