Learner: “Which line would you keep? What does it help you imagine?” Encounter C and D through print, literal read-aloud or accessible text. Model C4 as nonliteral human quality, then examine repeated words and line-end echoes. Hearing, speaking and rhythm performance remain optional; visual sound-pattern identification is named as visual. Guide a comparison of what C7/C8 and D7/D8 do. Exit: one exact feature and a possible meaning/effect.
- 23A — Image-to-meaning: Choose C3, C4, C7 or D7; write/say what is literally present and what the image suggests. Teacher contrasts an ordinary object action with the figurative phrase. Notice personification/metaphor tied to meaning; next use W05 (below), without requiring technical labels or an imagined mental picture.
- 23B — Pattern and pause: Mark repeated openings and/or matching line endings on the complete text. Choose where to pause in a reading or silent marked script; explain the choice. Teacher asks how repetition links ideas. Notice actual pattern and purpose; next compare the repeated “Here is” with a version using different openings. A silent plan is not a performed sound response.
- 23C — Own two-line reply: Choose an ordinary object from the fictional city/nook or an invented object; give it one human action across two lines. Teacher asks why that action suits the chosen meaning. Notice child-created image rather than copied C; next change an unrelated human action into a more purposeful one. A literal alternative is valid but recorded as literal language, with another figurative invitation later.