This parallelism is used in conjunction with epistrophe. In the years since independence, you have undergone a new and peaceful revolution, an economic and industrial revolution, transforming the face of this land while still holding to the old spiritual and cultural values.
Write "Verbs" on the top of one piece of chart paper and "Nouns" at the top of another. Have these on display next to the copies of the poems you read in Session 1. If you have recorded student responses to the discussion questions, have these posted as well. Have students read each of the three poems aloud and ask for volunteers to remind the class what personification is and how these poems make use of it.
Ask students to look at the types of things that these three poems are about. What nouns do they notice? What do the poets choose to personify? What kinds of words do they use to do this? Keeping the poems in front of the students, ask them to suggest nouns and verbs they think might work well in writing a poem that uses personification.
Write their responses on the chart papers labeled "Nouns" and "Verbs. Before the start of this session, transfer the noun and verb lists from Session 2 onto colored paper, one color for nouns, another for verbs.
Make enough copies so that you have 10 nouns and 10 verbs for each student in the class.
Cut out the nouns and verbs and randomly place ten of each in an envelope for each student. Explain to students that they will each receive an envelope containing 10 nouns and 10 verbs. Instruct them not to open the envelope until everyone has received one.
Tell students that they have one minute to arrange the nouns and verbs in the envelopes into random pairs on their desks. Discourage students from trying to arrange the words to make sense - the stranger the combination, the better. Explain that they will use the four word combinations to write original poems containing personification.
Distribute the Brainstorming Graphic Organizer and review the directions. Ask students for three or four sample word pairs and use them to model how they should fill out the sheet.
You can ask for contributions from the class to do this; write student responses on a sheet of chart paper. Once students have completed the graphic organizers, have them return to the responses you have written on the chart paper.
Ask students to help you write a sentence using the phrases. Encourage them to link the images from each sentence thematically. For example, if you had the following word combinations: The full moon boils at midnight in a starless sky. My eyes swing under blankets of dreams. My mind dances with blue unicorns and cotton candy flowers.
Students should then write their own poems using the graphic organizers. Circulate as students write their poems. As you notice interesting images in student work, share them with the class in order to keep emphasizing the importance of creating imagery that is new and unique.Albert Pike and 'Morals and Dogma' While a prolific writer, Albert Pike is best known for his major work Morals and Dogma of the Ancient and Accepted Scottish Rite of Masonry.
Published in (no ISBN), this massive volume consists of pages and 32 Chapters, . Anthropomorphism, also referred to as personification, is a well established literary device from ancient times.
The story of "The Hawk and the Nightingale" in Hesiod's Works and Days preceded Aesop's fables by benjaminpohle.comtions of linked fables from India, the Jataka Tales and Panchatantra, also employ anthropomorphized animals to illustrate principles of life. Analysis and paraphrase of Sonnet - My love is as a fever, longing still.
Bumblebees is a four minute film about a young man on the autism spectrum preparing for his first date. The film provides beneficial lessons about romantic relationships and empathy and a clear example of the interplay between . Teachers have always wanted a way to document how a student reads, and although it is possible to record a child's reading on audiotape or videotape, that solution is unreasonable considering how many students are in an average classroom.
Another method is to make a written representation of the. A paradox in literature refers to the use of concepts or ideas that are contradictory to one another, yet, when placed together hold significant value on several levels.