Session 4 - Figurative language 

GOALS: 
- Know​: definitions 14 types of figurative language
- Understand​: the value of using figurative language
- Be able to:​ identify examples of figurative language in poetry and comment on the effect

Mr Sato has an excellent introductory ​video​ about figurative language on YouTube. 

How much of this confirms what you already thought you knew? What new 
knowledge did you gain from the piece? 

ACTIVITIES: 

1. Review ​(imagery)​: ​Discuss your analysis of the ​diction​​ and ​imagery​​ in ​Oysters​ from last
lesson.

2. Introduction​​: Watch this ​video​ that introduces figurative language.

3. Finding out​​: Split into three groups. For each, use electronic and print resources (listed in
resource section at bottom of the lesson) to investigate the following types of figurative
language. Use this ​note-taking sheet​.

* Fill out the definition

* Find a good example to illustrate
* Explain the effect of the technique

Group 1​​ - analogy, simile, metaphor, personification, apostrophe, (​Storm on the Island​ - metaphor)

Group 2​​ - symbol, allegory, synecdoche, metonymy (​Digging,​ ​and symbol hunting in another
Heaney poem!)​
Group 3​​ - paradox, overstatement, understatement, irony, sarcasm, double entendre ​(Death of a
Naturalist and The Early Purges - irony, oxymoron)

4. Communicating findings​​: Now jigsaw into different groups and teach your peers what you
found out. You should listen actively and take notes.

5. Synthesising and applying​​: Now you should split into the same three original groups and
analyse one of ​Seamus Heaney’s poems​. I have made suggestions, although you could
choose another example if you find one that is more relevant. Be prepared to do a short oral
presentation to the class on your selected poem, discussing the use of figurative language.

TOWARDS ASSESSMENT​​:
- IOC​​: Just like imagery, figurative language is used ubiquitously in poetry (as well as everyday
speech!). As we work through Heaney’s poetry, consider how his use of figurative language
conveys his meaning and achieves other effects on the reader.

NEXT LESSON: 
- Allusion and intertextuality

HOME-LEARNING:  
- Review a previously studied Heaney poem (x3 per week) using the ​IOC revision cards​.
Incorporate your new knowledge into your analysis.

BONUS CHALLENGE:
- There is more than enough in today’s lesson! In fact, the difference between many of the
devices we have discussed in this session are quite blurry - read about the nuanced
differences in my summary notes of Perrine’s book below.

References:
Arp, Thomas R., and Laurence Perrine. ​Perrine's Literature: Structure, Sound, and Sense​. Fort
Worth: Harcourt Brace College, 1998. Print. (​Mr Hutton’s summary notes here.​)

Philpot, Brad. ​English Language and Literature for the IB Diploma​. Cambridge: Cambridge U,
2011. Print. (p.202-208) (p.174-175 for symbol and motif)

"Literary Devices and Terms." ​Literary Devices.​ N.p., n.d. Web. 14 Jan. 2016.
Accessible: ​http://literarydevices.net/