RATIONALE

OF LEARNING MATRIX FOR ENGLISH LANGUAGE COURSE

LESSON PLAN - EXAMPLE OF STRUCTURE LESSON The power of metaphor and Module: 6 Lesson: 2 Time: 15 TITLE symbolism min Learning - To understand what a metaphor is AO: 3 Objectives - To understand that symbols act as metaphors, and are used for effect - To compare metaphors used in different texts and comment on the appropriateness of each GLOBAL Metaphors and symbols are used in everyday life, especially in the INTRO entertainment industry. They are used to liven up descriptions of situations and characters, and can be used to make people think on a deeper level about society. You can use metaphors and symbols in your descriptions of things to make people understand the exact mood you are trying to convey, because a metaphor gives someone a reference point to understand your idea. KEY LESSON ACTIVITIES AND FOCUS - - - Definitions Examples of metaphors written, visual, and sound Symbols as metaphors: purpose of using symbols, and the moods they create. Examples from image to begin, then more complicated examples in texts: the Mockingbird in To Kill a , George and Lennies farm in Of Mice and Men. Comparing the use of symbolism of the bird in To Kill a Mockingbird, and the bees in The secret life of bees by Sue Monk Kidd, and commenting on their effect.

Notes Modules core focus is observed in identifying the 3 skills, as well as the text type featured. Purpose of lesson outlined with connection to real life benefits of understanding language skill, and brief description of how lesson will unfold. Although visual examples are used, the core examples are written, in keeping with the modules focus.

RESOURCES

Ramona Falls - Russia

Wishlist, by Pearl Jam

I wish I was a neutron bomb, for once I could go off. I wish I was a sacrifice but somehow still lived on. I wish I was a sentimental ornament you hung on The christmas tree, I wish I was the star that went on top, I wish I was the evidence I wish I was the sound for fifty million hands upraised, and opened toward the sky.
Remember its a sin to kill a mockingbird. That was the only time I ever heard Atticus say it was a sin to do something, and I asked Miss Maudie about it. Your fathers right, she said. Mockingbirds dont do one thing but make music for us to enjoy . . . but sing their hearts out for us. Thats why its a sin

Links to excellent websites or videos are indicated here. Students can be prompted to explore further links during the lesson, as well as at the end. Use of student created resources such as Prezis and Slideshare is utilized as it encourages further exploration, as well as the numerous curation sites, inc. Pinterest, Tumblr, Snapshot etc. In all lessons, an extract from a piece of literature prescribed by one of the exam boards serves as an example. Resources range from easier to much harder
Sept 2013

Document written by Paul Moss for edmerger.com

RATIONALE OF LEARNING MATRIX FOR ENGLISH LANGUAGE COURSE

Reflection Consider how many symbols are used in our culture. Are they overused by advertisers? Can symbols become clich? When you understand a metaphor in a song or a novel or a movie, does it add to the overall impact of the story? Does it make it better? A) Choose from one of the following 1. Upload an example of a metaphor from a song, current or past. It could be a lyric or sound. 2. Upload an example of a metaphor from a novel 3. Upload an example of a metaphor from any source you can find from a magazine, an advertisement on the street, from a poem. B) Find 2 metaphors from any source that are different yet have a common link. Explain what the link is, and comment o the effectiveness of their uses.

Taking the student back to real life connections with the topic is vital to deepen the learning.

Upload prompts

There are always two strands of uploads: a core knowledge upload, as well as a difficult more abstract upload. There are specific instructions for uploading, including how to label and reference the upload.

Design and qualifications The matrix, and module and lesson structure is designed by Paul Moss, a 6 year trained high school teacher with a BA majoring in English, a Post Grad Dip Ed, and a Masters Degree in Education. Over 10 years, Paul has worked in Australia, Spain, and now the UK, and specializes in curriculum design based on syllabus outcomes and specifications, and using ICT to integrate it.

Document written by Paul Moss for edmerger.com

Sept 2013