Form 12 A

Teacher: Irina Bučinska

Observer: Larisa Sardiko

Aim:

Thinking: to check the algorythm of creating a metaphor through another task; to apply the ENV model  (finding features* of an object) for further construction of a metaphor;

TTF: step 2

Subject matter: practice in describing a character through creating metaphors proceeding from the text-based features;

*both parameters and values are meant

Materials: text Old and Young’ by R. Bradbury

Abbreviations: T (teacher), P (pupil), O (observer), TTF (thinking task framework); M. – metaphor; ? -  question, B.(boy), G. (girl), sth – something, sb – somebody;

Task

Create  a metaphor describing the old lady (the main character of the text).

Procedure:

Step 1 Reviewing the HOW TO of creating a metaphor (discussed at the previous lesson)

T. How will you create M? Which steps will you follow? What is the first step?

T. elicits the steps from Ps:

1. List the precise features of sth/sb

(? P. a feature is the same as a parameter?  - T.: both parameter and value; here it may be just values (e.g. black)

1. Choose the most useful features;
2. You may choose the opposite features (P. added this  later while discussing the features of the character)
3. Think about the thing that matches the features
4. Check: a) P1 - if it matches all (maybe more than one?) the features of  sth/sb described – it is good
5. Check: b) if you have one idea for the list of features – it is good; if not – the list is not perfect

(It took 10 min)

O. The pupils discussed:

How many features to take: one (not enough); all (impossible); how to choose them.

P 1. What is a successful M?  P2. The one which matches the object the most.

T. What to choose, how many features to take and how to create a metaphor – is still open

T. What is a successful metaphor? – an open question, too

Step 2 Listing the features of the lady

Ps one by one list the features:

Sensitive

Old

Saver

Lonely

Loves her husband

Friendly

Childish

Nervous, emotional (P. is it the same as sensitive?)

Easily loses her temper

T.elicits more features:

T. Does she like her age? Does she regret it?

P. She says that she wants to try everything

T. how?

P. appreciates

T.values her past?

P. values her past

Generous

T. Does she feel old or young?

P. humorous about her past T.. ironical? T...past or age?

P. ironical about her age

(10 min)

T’s comments:

T. do you think it is realistic to create a metaphor?  Shall we use one feature or all; will you be happy with one?

P. we can group the features, then there will be fewer groups but all features covered

P. we can choose two opposite things because a metaphor is sth that does not match reality. T. like:  sensitive - ironic  – sth new

T. We all agree that one feature  is not the way; so you should take some; actually, as many as possible; you may also take the opposite ones.

Step 3: Creating M

T. You have got 5 – 7 minutes to come up with M about the lady

P. ? Do we have to reason? – T. Yes. Actually, if a metaphor is good – it is clear and does not require substantiation.

Ps work individually, then after 5 min, present their M:

1. 1.      (G*) Old lady is like a circle (no beginning, no end; lives all her life, has experience but now becomes childish again)

T. Which area did you use to create M? A cirlce?

P. Geometry.

2 (G). Pink flower dress among golden fields (children in the text, her past, her husband):

T. ? area. M2. Nature/clothes

T. Which features did you base your comparison upon? – P. loves her husband, ironic, values her past

3 (B) a yellow old car in the garden: it is lonely -  if you care about it it can be generous

T. ?area- P. M3. Technology/mechanics

4 (B) an old car with all original details after service (because she feels young)

T. How did you produce M? P. Combining several features – opposites – examples from the text

T. elicits: what about ‘nervous, emotional’? Did anyone exploit these features?

5 (B). an old mine: easily loses her temper  (you need only one carelees action and she will explode)

6 (B). a crisp glass stick: she is so careless, emotional, ironical, fragile; she came into an unusual environment and ... got ‘broken’)

T. why is glass ironic? emotional? P. It plays with the light; like glass she was broken and started to cry

P2. a glass stick can  take different shapes

T.? Did you like the task? – P. Yes: it is hard, it is fun, it allows to communicate...

(Presentation and discussion of M took 10 min)

Reflection:

T.

The idea of doing this task appeared when we were discussing the previous text – an extract from ‘The Letter’ by R. Bach. In that text the main character – Leslie-  described their relationships with Richard metaphorically. We looked at how these metaphors were created and discussed the possible steps of creating a metaphor.

The purpose of the task is to show that the ENV model may stimulate creativity – it may be used not only for de-construction and analysis, but also for construction, creation.

O.

Many things were amazing:

-          all pupils’ involvement and interest in HOW TO

-           contributions to HOW TO

-          quality of M. they created within 5 min

-          their reasoning while explaining M.

-          quick reaction

-          fast tempo

-          T’s mastery of eliciting the responses and guidance towards the goal

In my opinion, both the aims were achieved.

#### Comments

# Kirsi Urmson 2011-12-19 21:34
Interesting to read. I have just been thinking and writing about step 2, introducing and using models.
"The purpose of the task is to show that the ENV model may stimulate creativity – it may be used not only for de-construction and analysis, but also for construction, creation."
I was thinking about organizing but de-construction explains the use of a model better!
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