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10 February 2015
13 April 2012
16 February 2012
no edit summary
m−92
/* First of all, identify something that you want to create a metaphor around - for instance - the stars. Now think of something that is like the subject or something to do with the subject - they shine, glitter, are like tin-tacks, like diamonds,...
m−8
→Dead metaphors are clichés - they are the ones that everyone knows and have been used so many times that they are just a part of everyday language, e.g.
m−4
/* Look at the list of common similes below and ask the children to explain to their partner the story behind the simile. Try inventing new similes and listing them. Collect the best from scanning poems and novels. Make class lists. Discuss why a ...
m−5
/* Look at the list of common similes below and ask the children to explain to their partner the story behind the simile. Try inventing new similes and listing them. Collect the best from scanning poems and novels. Make class lists. Discuss why a ...
m−5
/* A kenning is a compound figurative or phrase that aims to replace the noun. It consists of two words that describe the noun. Kennings originate from the Anglo Saxon “Norse” spoken by Vikings and slowly integrated within English. Very si...
m−5
→The Writing Box
m+3
→Make a list of your own favourite words together and read them aloud. Ask the children to compile their own lists and ask other people what their favourite words are and write them down.
m+5
→Keep a 'writing box' in the classroom. Each week put in a new object that the children have to write about. They can take any angle that they wish.
m−9
/* These activities work well as lesson introductions but can also feed in to group activities and whole lessons. As with activities outlined in previous sections, talk is key. Pupils should be encouraged to work with partners, share and discuss i...
m−7
