This activity is based on the concept of grammatical metaphor, specifically the instances of logical metaphors and how they occur within spoken and written language. Logical metaphors usually occur when there is a sense of reasoning or explanation occurring within a clause or sentence.Justification
The students will aim to learn the sub concept of logical metaphor and will also learn to recognize the high frequency that logical metaphors often occur in everyday language. Most English speakers utilize logical metaphors a great deal in their everyday language because they want to provide extra reason or emphasis on why they are performing a certain action or are in need. The activities that I have created for this concept are designed to have students create their own logical metaphors on the basis of reason, using the words reason or because in their speech or writing. Also, these activities serve the purpose of easing students into the study of grammatical metaphors by introducing them to one of the easiest types of GMs to comprehend and utilize almost immediately. In the activities, the students will be creating logical metaphors by using information from the “Correas in Your New England Winter Garden” and “Why Tsunamis Occur” authorized texts.
The first activity’s objective is to have students recognize when they use logical metaphors in their everyday speech. At first, the term logical metaphor may be intimidating to those who are either not skilled in or enjoy the study of the English language. This activity will involve students orally answering questions with reason, which results in them utilizing logical metaphors in a casual and everyday manner.
The students will be asked to get into pairs and create three questions to ask each other, meaning that a total of six questions should be created (three questions for each duo member). The questions can be about their partner’s personal opinions about correas and tsunamis or a variety of informational questions related to the two texts. It is required that students ask open ended questions that can be answered with a long form sentence. The activity WILL NOT be effective if the students are asking/answering “yes or no” questions. As one pair member asks another a question, the answering group member will either respond with “The reason that I do that…” or “This/That happens because…”
The reason that I like reading about tsunamis is because my favorite element is water.
I think the tsunamis occur because the earthquakes flip the ocean over.
Because I used to live in New England and those flowers bring back good memories.
After the students are familiar with the concept and use of logical metaphor, they will then be tasked with using logical metaphors in their writing. The aim of this assignment is to, once again, have students create their own logical metaphors while also having them use the LMs to help display their own logical reasoning.
The students will be asked to write a five to six sentence paragraph answering the question “Why do you think tsunamis are so strong?” In the paragraph, the student has to include a logical metaphor in their opening thesis statement. Students must also include extra details and reasoning that support their initial reasoning and claims that will be stated within their logical metaphors.
The reason that tsunamis are so strong is because they are usually created by huge bodies of water.
Another reason they are so strong is because they are generated by earthquakes.
Also, the huge waves rarely lose energy as they travel.
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