DEC Scan Journal : Volume 36 Issue 1
2017 Volume 36, Issue 1 53 My Two Blankets (continued) Using quality literature springboard English Stage 2. Years 3-4 Experimenting with similes and metaphors Irena Kobald has used the waterfall in this story as a metaphor for the strange, new unfamiliar language that Cartwheel hears. In the example of figurative language pictured, she has used a simile. Similes use ‘like’ or ‘as’ to make a comparison and often connect two items which might not otherwise be connected. Authors use similes to create vivid images and spark the reader’s imagination. They help the readers to ‘see’ the scene in their heads. In this example, writing ‘foreign language is like a waterfall’ does not provide enough detail. Instead, the author has used a simile within a sentence, creating a vivid image: ‘... it was like standing under a waterfall of strange sounds.’ Using the pictured double page spread that refers to the waterfall, have pairs discuss and share their ideas about how the author and illustrator have successfully represented foreign language to be like a waterfall. Then, as a whole group, use the mind map strategy to record one word thoughts, feelings and ideas that come to mind when students think about having to understand a foreign language. You could role play this situation to achieve a more emotive response. Students then individually choose one of these ideas which they would like to develop into a simile or metaphor for the topic. Provide time for students to write a sentence or phrase that transforms the words into a vivid image. Encourage students to experiment with figurative language to provide enough detail to show how the two things being compared are similar. After some work on identifying and interpreting similes and metaphors, students can start developing their own similes and metaphors and incorporating them when they compose texts. As a class, brainstorm ideas, emotions, objects or topics that the students find interesting or make them experience strong feelings. Then in pairs, students need to choose one topic from the list and, using the mind map strategy, write down one word thoughts, feelings and ideas that come to mind when they think about this topic. Students then individually choose some of the ideas they would like to develop into a simile or metaphor for the topic. Encourage students to write a sentence or phrase that transforms the words into a vivid image. After composing their own similes and metaphors, each pair could combine their efforts to make a short poem about the topic. Similes and metaphors do not have to rhyme. What is important here is to create strong images (understanding, experimenting and engaging personally). When I went out, it was like standing under a waterfall of strange sounds. The waterfall was cold. It made me feel alone. EN2-8B • discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, (ACELT1600) EN2-9B • experiment with figurative language when composing texts to engage an audience, e.g. similes, metaphors, idioms and personification EN2-10C • create literary texts that explore students’ own experiences and imagining (ACELT1607) • identify creative language features in imaginative, informative and persuasive texts that contribute to engagement.
Volume 35 Issue 4
Volume 36 Issue 2