UNIT PLAN TEMPLATE LOGISTICS Teacher: Grade(s) Level(s): Title of Unit: Length of Unit: Kelli Gilchrist 4th Grade

Figurative Language - Idioms 5 da s

STATEMENT OF PURPOSE AND RATIONALE The !nglish language contains rules for "oth #ritten and s$o%en language& It is im$ortant for students to understand the craft of language and "e a"le to ma%e meaning of #ords and $hrases through "oth literal and figurative language& 'tudents #ho are a"le to demonstrate understanding of "oth literal and figurative language #ill e(hi"it a greater use of te(t " more full com$rehending #hat the read and hear& Through this unit) students #ill demonstrate understanding of the use of figurative language) #ord relationshi$s) and nuances in #ord meanings& The #ill "e a"le to recogni*e and e($lain common idioms) adages) and $rover"s in the !nglish language& This unit #ill focus $rimaril on the use) meaning and original of commonl used idioms& !L+ ,ommon ,ore 'tandards to "e covered " this unit:
CCSS.ELA-Literacy.L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.L.4.5b Recognize and explain the meaning of common idioms, adages, and proverbs.

ESSENTIAL QUESTION(S)
How will understanding common idioms and their meaning help me understand the text I read?

UNIT OVERVIEW -lan for integration (gra$hic organi*er as a digital image)

-rere.uisite teacher content %no#ledge (ma "e "ullet $oints/ include essential voca"ular )
Idiom Adage Proverb Figurative Literal

Know the most commonly used idioms in the English language and their origins

CONSIDERATIONS ABOUT THE LEARNERS -rior %no#ledge 'tudents #ill have general reading s%ills and "e a"le to ma%e meaning of grade-level a$$ro$riate te(ts& The #ill have understanding of "asic #ords and $hrases& The #ill "e a"le to determine and clarif meaning of un%no#n #ords as #ell as #ords #ith multi$le meanings& The #ill "e a"le to use #ords and $hrases ac.uired through conversation& 'tudents #ill have "asic understanding of com$arative and su$erlative ad0ectives& The #ill demonstrate an understanding of literal versus non-literal #ords and $hrases& The #ill also "e familiar #ith similes and meta$hors& Uni.ue Learner ,haracteristics (accommodations and differentiation) For students #ho ma have trou"le #ith attention $ro"lems) I #ill use various teaching strategies to accommodate their uni.ue needs& I #ill utili*e various T-Ts in order to %ee$ the students engaged in the lesson& For !LL learners) I #ill ma%e accommodations to hel$ them understand the differences in the literal and figurative meanings of the idioms #e are using& I #ill understand m students1 uni.ue cultural differences and "e sensitive to them in choosing the te(ts for this unit& CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT -h sical s$ace- 2e #ill use the general classroom setting #ith des%s arranged in grou$ings of four& Tem$oral resources- This unit #ill cover five da s #orth of lessons& !ach lesson #ill last a$$ro(imatel 43 minutes each da &

Learning materials- 2e #ill use "asic materials such as $a$er) $encils) construction $a$er) cra ons) #hite"oard) sta$ler) chart $a$er) dr erase mar%ers) $oster mar%ers) co$ies of idiom stories for assessment& Te(ts: More Parts (+rnold) Even More Parts (+rnold) Scholastic Dictionary of Idioms ('cholastic) Why the Banana Split (2alton) Theres a Frog in My Throat (Leed 4 'treet) Butterflies in my Stomach (5loch) aining !ats and Dogs (6oses) -ersonnel resources- This lesson #ill "e taught " the $rimar classrooms teacher #ith assistance of additional $ersonnel as needed& Technological resources,om$uters 'mart"oard
htt$:77###&schooltu"e&com7video7a"a5c89:;:<53"5ee4dc7' m$hon -in-'lang

###&idiom.uest&com ###&idiomsite&com ###&%no# our$hrases&com UNIT TIMELINE (choose eithe !o "#t) '$ecific e($ectations (goals7o"0ectives) =a 8 Students will understand the meaning of figurative versus literal meaning in sayings such as idioms. Hook show video Symphony in Slang to the class. s a whole group! make a =a 9 Students will recognize the difference between the literal and figurative meanings of common English idioms. Hook s a class! we will read the book! "hy the #anana Split. "e will review =a : Students will analyze the meaning and origins of common English idioms. =a 4 Students will analyze the meaning and origins of common English idioms. =a 5 Students will demonstrate their understanding of common idioms and be able to correctly interpret their meaning. Students will be given time to present their chart to the class. 'hey will state their idiom! its origin! and then show

Teaching and learning strategies (in "rief)

$pening strategy groups will get back together and review their lists. Each group will choose a

$pening strategy % will pre&choose one of the idioms from the lists made earlier in the week. % will model

chart of the sayings that were used in the video that may have meant something different. %ntroduce the vocabulary( idiom and figurative language to the class.

vocabulary as needed and talk about the idioms we recognize from the book. 'he students will then break up into five groups. Each group will be given their own te)t from the list of books about idioms. 'he groups will separate and read their books. 'hey will then discuss the idioms they found in their books and make a list of them for the following day*s lesson.

Formative or summative assessment t $estrateg -tool

!(it tic%et > students #ill use the e(it tic%et to #rite one common idiom the %no#&

spokesperson who will present their group*s book and list to the class in a +halkboard splash ','. "e will play a game of ,ictionary in order to demonstrate how an idiom*s literal meaning differs from its figurative meaning. t the end of the game -after three or four turns.! % will have each student choose one idiom from the lists to define both literally and figuratively and then research the origin of the phrase. Students will be given the remaining time to begin their research. Grou$ list > each ?"servations and mem"er #ill initial the conversations #ill final list for their "e used as grou$ and turn in& formative This #ill "e used as a assessment& formative assessment for #hether the students are a"le to recogni*e idioms in te(ts&

for the students how to make a ' chart in order to show the literal and figurative meanings of the idiom. Each student will be given a piece of blank paper in order to make their literal vs. figurative charts. 'he students will then be given the remaining time to continue their research and chart creations. Students will be asked to draw the literal meaning on one side of the chart and the figurative meaning on the other. 'hey will write the idiom at the top and the figurative meaning at the bottom. ?"servations and conversations #ill "e used as formative assessment&

both the literal and figurative meaning pictures they have created. "e will use the idiom pages they have created to create a class idiom book. "e will discuss the importance of why understanding the difference between literal and figurative meanings are important as we are reading. ssessment "hen the students have finished presenting! they will be given a copy of the idiom story. 'hey will be given time to highlight the idioms in the story and choose two for which they will draw literal/figurative meaning pictures. Idiom @ui* > the students #ill "e given a co$ of an idiom stor & The students #ill highlight the idioms in the $assage and $ic% t#o& The #ill then do a T chart to sho# the literal versus the figurative meaning of their chosen idioms&

Learner considerations !nvironmental considerations 6aterial resources

'0 or computer screen for playing video!

A7+ More Parts (+rnold) Even More Parts (+rnold) Why the Banana Split (2alton) Theres a Frog in My Throat (Leed 4 'treet) Butterflies in my Stomach (5loch) aining !ats and Dogs (6oses) ,hart $a$er 6ar%ers

2hite"oard) com$uters) =r erase mar%ers Scholastic Dictionary of Idioms (several co$ies) ,hart $a$er7#hite"oard 6ar%ers 2hite $a$er Barious art su$$lies > mar%ers) cra ons) $encils) etc& ,o$ies of Idiom stories

?ther resources

htt$:77###&schooltu "e&com7video7a"a5 c89:;:<53"5ee4dc 7' m$hon -in'lang

###&idiom.uest&co m ###&idiomsite&com ###&%no# our$hra ses&com

LESSON PLANS I$%i&i%'#( (esso$ )(#$s sho'(% *e i$se te% #s se)# #te s'*se+'e$t )#,es-i$se t )#,e * e#.s *et/ee$ e#ch (esso$ )(#$ Re"e"*e to i$c('%e # ti!#cts !o e#ch (esso$

ELA Idioms Unit Lesson One

GRADE/CLASS: !th

SUBJECT AREA(S):

ELA

UNIT TOPIC:

Idioms

DAY"#

Desired learning !"# $e(s): $tudents will understand the meaning o% %igurative versus literal meaning in sayings such as idioms

Essen"ial %!es"i n(s) &r $ learning '(e#"i)e: How will understanding common idioms and their meanings help me understand the text I read?

NCSCOS g al and '(e#"i)e(s):

&&$$ ELA'Literacy L ! ( )emonstrate understanding o% %igurative language* word relationships* and nuances in word meanings &&$$ ELA'Literacy L ! (b +ecogni,e and eaplain the meaning o% common idioms* adages and proverbs

Learner *ri r +n ,ledge/ learner 'a#+gr !nd e-*erien#es: $tudents will have general reading s-ills and be able to ma-e meaning o% grade'level appropriate texts .hey will have understanding o% basic words and phrases .hey will be able to determine and clari%y meaning o% un-nown words as well as words with multiple meanings .hey will be able to use words and phrases ac/uired through conversation $tudents will have basic understanding o% comparative and superlative ad0ectives .hey will demonstrate an understanding o% literal versus non'literal words and phrases .hey will also be %amiliar with similes and metaphors

.a"erials and res !r#es needed (in#l!de a!"/en"i# li"era"!re sele#"i n):

1ideo screen2.12&omputer Exit .ic-ets 3$lips o% paper4 5hiteboard 6ar-ers 7oo- 8 95hy the 7anana $plit: 35alton4 1ideo ' http"22www schooltube com2video2aba(c#;<=<>(?b(ee!dc2$ymphony'in'$lang

Tea#/ing s"ra"egies Di&&eren"ia"i n s"ra"egies s/ !ld 'e in&!sed "/r !g/ !"0 Di&&eren"ia"e & r # n"en"1 *r d!#"1 and *r #ess0

an"i#i*a" r2 s"ra"egies ('a#+gr !nd +n ,ledge) .o begin this lesson* I will as- the students i% they always mean what they say in conversations with others I will allow %or answers and examples .hen* I will show the students the 9$ymphony in $lang: video

de)el *$en"al s"ra"egies @nce the video is %inished* I will as- the students to begin to thin- about the sayings used in the video that may not have meant what they actually sound li-e For students who may struggle* I will o%%er an example such as Araining cats and dogs B I will as- the students to .hin-' Pair'$hare with a partner to discuss ones they ma-e have heard @nce they have had a %ew minutes to discuss* we will come bac- together and tal- about the idioms they remember 5e will use chart paper to ma-e a list o% the sayings that the children remember 5e will talabout whether these things mean what they say or mean something di%%erent I will introduce the vocabulary figurative, literal and idiom to the class by writing the words on the whiteboard

 # n#l!ding s"ra"egies .o conclude this lesson we will read the boo-* 95hy the 7anana $plit*: by 5alton as a class I will as- the students to listen care%ully %or %igurative language and idioms as we read

Assess$en" (!"ili3e a 'lend & "radi"i nal and *er& r$an#e assess$en"s)

For %ormative assessment %or this lesson* I will give each student a slip o% paper I will as- each student to thin- o% one o% the idioms we have heard today or one they may -now on their own I will as- them to write their idiom on the slip o% paper and turn it in as an exit tic-et %or the lesson

EC a## $$ da"i ns/$ di&i#a"i ns " s"ra"egies r assess$en"s (re&er " IEP4s r 567 *lans)

I will ma-e accommodations as necessary to assist students who may need additional help

8ra*9!* and re&le#"i n '2 "/e s"!den"s

Re&le#"i n '2 "/e "ea#/er

ELA Idioms Unit Lesson Two

GRADE/CLASS: !th

SUBJECT AREA(S):

ELA

UNIT TOPIC:

Idioms

DAY";

Desired learning !"# $e(s): $tudents will understand the meaning o% %igurative versus literal meaning in sayings such as idioms

Essen"ial %!es"i n(s) &r $ learning '(e#"i)e: How will understanding common idioms and their meanings help me understand the text I read?

NCSCOS g al and '(e#"i)e(s): &&$$ ELA'Literacy L ! ( )emonstrate understanding o% %igurative language* word relationships* and nuances in word meanings &&$$ ELA'Literacy L ! (b +ecogni,e and eaplain the meaning o% common idioms* adages and proverbs

Learner *ri r +n ,ledge/ learner 'a#+gr !nd e-*erien#es:

$tudents will have general reading s-ills and be able to ma-e meaning o% grade'level appropriate texts .hey will have understanding o% basic words and phrases .hey will be able to determine and clari%y meaning o% un-nown words as well as words with multiple meanings .hey will be able to use words and phrases ac/uired through conversation $tudents will have basic understanding o% comparative and superlative ad0ectives .hey will demonstrate an understanding o% literal versus non'literal words and phrases .hey will also be %amiliar with similes and metaphors

.a"erials and res !r#es needed (in#l!de a!"/en"i# li"era"!re sele#"i n):

7oo-s 8

6ore Parts 3Arnold4 Even 6ore Parts 3Arnold4 5hy the 7anana $plit 35alton4 .hereBs a Frog in 6y .hroat 3Leedy C $treet4 7utter%lies in 6y $tomach 37loch4 +aining &ats and )ogs 36oses4

&hart Paper 6ar-ers ! e on Idioms 2e"site (htt$:77###&read#ritethin%&org7files7resources7interactives7idioms7inde(&html)

Tea#/ing s"ra"egies Di&&eren"ia"i n s"ra"egies s/ !ld 'e in&!sed "/r !g/ !"0 Di&&eren"ia"e & r # n"en"1 *r d!#"1 and *r #ess0

an"i#i*a" r2 s"ra"egies ('a#+gr !nd +n ,ledge) .o begin this lesson* we will review the previous lesson by discussing idioms and %igurative language 5e will use the website* Eye on Idioms to review 3htt$:77###&read#ritethin%&org7files7resources7interactives7idioms7inde(&html)

de)el *$en"al s"ra"egies

?nce I am comforta"le that the children understand the conce$t) I #ill have the children divide into five grou$s& !ach grou$ #ill "e given their o#n te(t from the list of "oo%s a"out idioms& The grou$s #ill se$arate and read their "oo%s as a grou$& The #ill de instructed to discuss their "oo% and the idioms the encountered in the te(t&

 # n#l!ding s"ra"egies !ach grou$ #ill "e given a $iece of chart $a$er and mar%ers& The grou$ #ill ma%e a list of the idioms found in their "oo%s& These lists #ill "e used in the follo#ing da 1s lesson& I #ill collect the lists once all grou$ mem"ers have initialed their a$$roval on the chart $a$er&

Assess$en" (!"ili3e a 'lend & "radi"i nal and *er& r$an#e assess$en"s)

I will use a observation as %ormative assessment %or todayBs lesson I will also move around the room during the group time and as- /uestions to ma-e sure the students are understanding what their tas- is

EC a## $$ da"i ns/$ di&i#a"i ns " s"ra"egies r assess$en"s (re&er " IEP4s r 567 *lans)

I will ma-e accommodations as necessary %or children who may struggle I could also use teacher chosen groups so that peer sca%%olding can occur within groups .he groups could be multilevel to accommodate students who may need peer help

8ra*9!* and re&le#"i n '2 "/e s"!den"s

Re&le#"i n '2 "/e "ea#/er

ELA Idioms Unit Lesson Three

GRADE/CLASS: !th

SUBJECT AREA(S):

ELA

UNIT TOPIC:

Idioms

DAY"<

Desired learning !"# $e(s): $tudents will understand the meaning o% %igurative versus literal meaning in sayings such as idioms

$tudents will analy,e the meaning and origins o% common English idioms
Essen"ial %!es"i n(s) &r $ learning '(e#"i)e: How will understanding common idioms and their meanings help me understand the text I read?

NCSCOS g al and '(e#"i)e(s): &&$$ ELA'Literacy L ! ( )emonstrate understanding o% %igurative language* word relationships* and nuances in word meanings &&$$ ELA'Literacy L ! (b +ecogni,e and explain the meaning o% common idioms* adages and proverbs

Learner *ri r +n ,ledge/ learner 'a#+gr !nd e-*erien#es: $tudents will have general reading s-ills and be able to ma-e meaning o% grade'level appropriate texts .hey will have understanding o% basic words and phrases .hey will be able to determine and clari%y meaning o% un-nown words as well as words with multiple meanings .hey will be able to use words and phrases ac/uired through conversation $tudents will have basic understanding o% comparative and superlative ad0ectives .hey will demonstrate an understanding o% literal versus non'literal words and phrases .hey will also be %amiliar with similes and metaphors

.a"erials and res !r#es needed (in#l!de a!"/en"i# li"era"!re sele#"i n):

5hiteboard &omputers )ry Erase 6ar-ers 7oo- 8 $cholastic )ictionary o% Idioms 3several copies4

Tea#/ing s"ra"egies Di&&eren"ia"i n s"ra"egies s/ !ld 'e in&!sed "/r !g/ !"0 Di&&eren"ia"e & r # n"en"1 *r d!#"1 and *r #ess0

an"i#i*a" r2 s"ra"egies ('a#+gr !nd +n ,ledge)

@pening strategy 8 I will allow the groups %ormed %rom the previous day to get bac- together and review their lists Each group will then choose a spo-esperson who will present their groupBs boo- and list o% idioms %ound to the class in a &hal-board splash .P.

de)el *$en"al s"ra"egies

Dext* we will play a game o% Pictionary in order to demonstrate how an idiomBs literal meaning di%%ers %rom its %igurative meaning I will use this time to rein%orce %igurative versus literal language I will have the children pic- an idiom %rom a list o% preselected ones %rom a bowl .he student will then draw the %igurative meaning on the whiteboard .he remaining students will try to guess the idiom to which they are re%erring 5e will discuss the %igurative versus literal meanings o% each as they are guessed 5e will continue the game %or about #? minutes
# n#l!ding s"ra"egies

At the end o% the game 3a%ter three or %our turns4* I will have each student choose one idiom %rom the lists to de%ine both literally and %iguratively and then research the origin o% the phrase
$tudents will be given the remaining time to begin their research

Assess$en" (!"ili3e a 'lend & "radi"i nal and *er& r$an#e assess$en"s)

I will use the &hal-board $plash as well as the Idiom Pictionary to ma-e %ormative assessments during this lesson I will also wal- around as the students are doing their research to answer /uestion and assess learning

EC a## $$ da"i ns/$ di&i#a"i ns " s"ra"egies r assess$en"s (re&er " IEP4s r 567 *lans) I will ma-e accommodations and modi%ications as needed to di%%erentiate instruction %or all students I may use pre'chosen idioms %or students who may struggle with the concept o% %igurative language

8ra*9!* and re&le#"i n '2 "/e s"!den"s

At the end o% the lesson* I will allow the students %ive minutes o% %ree 0ournal writing time in order %or them to re%lect on their own learning %or the day

Re&le#"i n '2 "/e "ea#/er

Salem Lesson Plan Format

GRADE/CLASS: !th

SUBJECT AREA(S):

ELA

UNIT TOPIC:

Idioms

DAY"!

Desired learning !"# $e(s): $tudents will understand the meaning o% %igurative versus literal meaning in sayings such as idioms

$tudents will analy,e the meaning and origins o% common English idioms
Essen"ial %!es"i n(s) &r $ learning '(e#"i)e: How will understanding common idioms and their meanings help me understand the text I read?

NCSCOS g al and '(e#"i)e(s): &&$$ ELA'Literacy L ! ( )emonstrate understanding o% %igurative language* word relationships* and nuances in word meanings &&$$ ELA'Literacy L ! (b +ecogni,e and eaplain the meaning o% common idioms* adages and proverbs

Learner *ri r +n ,ledge/ learner 'a#+gr !nd e-*erien#es: $tudents will have general reading s-ills and be able to ma-e meaning o% grade'level appropriate texts .hey will have understanding o% basic words and phrases .hey will be able to determine and clari%y meaning o% un-nown words as well as words with multiple meanings .hey will be able to use words and phrases ac/uired through conversation $tudents will have basic understanding o% comparative and superlative ad0ectives .hey will demonstrate an understanding o% literal versus non'literal words and phrases .hey will also be %amiliar with similes and metaphors

.a"erials and res !r#es needed (in#l!de a!"/en"i# li"era"!re sele#"i n):

&hart paper 5hiteboard 6ar-ers 5hite paper 1arious art supplies 8 crayons* mar-ers* pencils* etc

Tea#/ing s"ra"egies Di&&eren"ia"i n s"ra"egies s/ !ld 'e in&!sed "/r !g/ !"0 Di&&eren"ia"e & r # n"en"1 *r d!#"1 and *r #ess0

an"i#i*a" r2 s"ra"egies ('a#+gr !nd +n ,ledge)

@pening strategy 8 I will pre'choose one o% the idioms %rom the lists made earlier in the wee- I will model %or the students how to ma-e a . chart in order to show the literal and %igurative meanings o% the idiom

de)el *$en"al s"ra"egies

Each student will be given a piece o% blan- paper in order to ma-e their literal vs %igurative charts
.he students will then be given the remaining time to continue their research and chart creations $tudents will be as-ed to draw the literal meaning on one side o% the chart and the %igurative meaning on the other .hey will write the idiom at the top and the %igurative meaning at the bottom

# n#l!ding s"ra"egies $tudents will be given ample time to %inish their pro0ects At the conclusion o% the lesson* I will ta-e up their %inali,ed drawings and -eep until the %ollowing day %or them to present 3.his will -eep them %rom misplacing their pro0ect or ta-ing them home by mista-e 4 I will give the students time to write in their 0ournals and re%lect on the dayBs learning

Assess$en" (!"ili3e a 'lend & "radi"i nal and *er& r$an#e assess$en"s)

@bservations and conversations will be used as %ormative assessments during this lesson I will also use the studentsB 0ournal re%lections at the conclusion o% the lesson in order to ma-e accommodations to instruction as needed be%ore %inal summative assessment is presented the %ollowing day

EC a## $$ da"i ns/$ di&i#a"i ns " s"ra"egies r assess$en"s (re&er " IEP4s r 567 *lans) I will ma-e accommodations and modi%ications as necessary per my studentBs IEPs or (?! plans I will also allow extra time later in the day i% any students are not %inished with their pro0ects during initial instruction time so that all students may get %inished

8ra*9!* and re&le#"i n '2 "/e s"!den"s

I will allow the students to write in their 0ournals and re%lect on the dayBs learning 5e will transition to the next activity when 0ournal writing is complete

Re&le#"i n '2 "/e "ea#/er