VARIETY OF EXPRESSION 23 A few NOTE. In the treatment of a piece of literature to be used as a memory gem, the teacher will adopt the plan that is best suited to her class. general suggestions, however, may be found helpful. If pupils fail to understand the meaning of a word or an expression, questions should be asked and explanations given. There should be such study of words as will contribute to the interpretation of the poem. Note such expressions as "turning brown" (getting ripe), bending down" (heavily laden with fruit). Work of this kind tends to develop the power of literary interpretation. Noting and explaining the word-pictures of the author is another valuable aid in language interpretation. The teacher may ask pupils to select and describe the pictures as she reads. Sometimes a poem should be left to tell its own story, and the pupils allowed to enjoy it without being questioned upon it. One proof of children's interpretation of a piece of literature is their enjoyment of it. This fact must not be overlooked. LESSON X VARIETY OF EXPRESSION The petals of the crimson rose are velvety. Did you ever pass your hand over velvet? How did it feel? Can you think of any material that looks and feels softer, or is richer in color, than velvet? The petals of the crimson rose look very much like velvet. We may give the thought in the sentence, "The petals of the crimson rose are velvety," by saying, "The petals of the crimson rose are like velvet." Most boys and girls have played with dandelion stems and know that they are hollow. If you wish to describe the stem to some one, you may do so by telling him what it is like. You may say, "The stem of the dandelion is like a tube." VARIETY OF EXPRESSION 23 NOTE. In the treatment of a piece of literature to be used as a memory gem, the teacher will adopt the plan that is best suited to her class. A few general suggestions, however, may be found helpful. If pupils fail to understand the meaning of a word or an expression, questions should be asked and explanations given. There should be such study of words as will contribute to the interpretation of the poem. Note such expressions as 66 turning brown" (getting ripe), "bending down" (heavily laden with fruit). Work of this kind tends to develop the power of literary interpretation. Noting and explaining the word-pictures of the author is another valuable aid in language interpretation. The teacher may ask pupils to select and describe the pictures as she reads. Sometimes a poem should be left to tell its own story, and the pupils allowed to enjoy it without being questioned upon it. One proof of children's interpretation of a piece of literature is their enjoyment of it. This fact must not be overlooked. LESSON X VARIETY OF EXPRESSION The petals of the crimson rose are velvety. Did you ever pass your hand over velvet? How did it feel? Can you think of any material that looks and feels softer, or is richer in color, than velvet? The petals of the crimson rose look very much like velvet. We may give the thought in the sentence, "The petals of the crimson rose are velvety," by saying, "The petals of the crimson rose are like velvet." Most boys and girls have played with dandelion stems and know that they are hollow. If you wish to describe the stem to some one, you may do so You may say, "The by telling him what it is like. Copy, then rewrite, each of the following sentences, giving the same thought in a sentence in which you use like, or as: 1. The eye of the daisy is a rich yellow. 2. The down of the thistle is soft and silky. 3. The dew sparkles in the sunlight. 4. The feathers of the swan are snowy white. 5. The water in the brook is very clear. II Copy, then rewrite, each of the following sentences, giving the same thought in a sentence in which you do not use like, or as: 1. The leaves of the pine tree are shaped like needles. 2. The maple leaves are dressed like gay butterflies. 3. The petals of the buttercups are as yellow as gold. 4. The inside of the humming-bird's nest is as soft as down. 5. The crow's black coat shines like silk. Choose from each pair of sentences the one you like the better. VARIETY OF EXPRESSION 25 LESSON XI REVIEW VARIETY OF EXPRESSION Write the following, varying the form of expression in any of the ways you have learned: THE BUTTERFLY See this beautiful butterfly! Its body is small. Its wings are large. They are as soft as silk. They have a rich black color. There are sucks sweets from them. When at rest its wings stand upright. The life of the butterfly is short. Of the following sentences which do you like the better? The nap on the wings of the butterfly is very fine. The velvet nap on his wings of gauze is more delicate than the finest silk. |