Lesson 1

Title
Amelia Bedeila: Figurative Language 1
Grade Level

Subject

Unit of Study

2nd

Language Arts

Amelia Bedelia by Peggy Parish,

illustrations, key idea and details.

Overview
Students will read the story Amelia Bedelia by Peggy Parish. They will be able to construct meaning using context clues and textual
evidence. Students will ask and answer questions by rereading to find text evidence. Students will practice their skills with the story
More Parts by Tedd Arnold and using illustrations to demonstrate their understanding of the figurative language.

Content Standard(s)
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting,
or plot.
Learning Objective(s)
Students will be able to build their vocabulary by developing the strategy of using context clues to determine which of the multiplemeaning word makes sense. Students will be able to use figurative languages in their own writing, or recognize idioms in texts.

Informal and Formal Assessments

As I walk around the classroom to observe each group, I will be listening for understanding of the figurative language. Ask students to
reread the story to search for text clues that can help interpret the meaning of the idiom. Using the strategies of rereading and going
back to the text to read or check the illustration. Giving students the opportunity to brainstorm their ideas and collaborating with their
groups for ideas. When students present their idiom I will be able to see if students understood the expression. Their illustrations will
show their understanding of the literal meaning of the idiom.

Instructional Strategies and Learning Tasks

Teacher will.

Students will

Gather students to the floor.

Walk to the floor and sit in their assigned seats.

Inform students that this week were going to be focusing on

figurative languages, with the main focus on idioms. They will
practice the strategy of asking and answering questions through

Listen to instructions from teacher.

edTPA Lesson Plan Template: Elementary Education Program (EEP) College of Education University of Hawaii at Manoa

the text of Amelia Bedelia.

Show students the anchor chart of idioms. Explain to students that
writers may use figurative languages to make their work more
interesting or more dramatic than literal language.

Make connections to the similarities to word choice. Using a

different word can make the writing more impactful.

Tell students that an idiom is a word or phrase that has a different

meaning than what is being said. Give students examples of
different idioms on the anchor chart.

Refer to the anchor chart and read the definitions and examples.

Read aloud to students More Parts by Tedd Arnold. Ask students

to look for any idioms they may hear or see by looking at the
illustrations.

Listen to the story and look at the illustrations.

Ask students to mentally count how many idioms theyve actually

heard before.

Do a mental count of the idioms theyve heard before.

Discuss an idiom in More Parts by Tedd Arnold. Explain how the

illustrations can help the reader understand the meaning.

Identify the idiom and that the literal meaning is in the illustrations.

Ask students to group themselves into groups of 3. Rearrange

students if the grouping seems ineffective together. Tell students
to hold hands when their group is ready. Inform students that they
have one minute to find their group.

Get up and find a group of three. Hold hands when ready within a
minute.

Tell students that they be given an idiom from the story More
Parts. The idiom will be placed inside of the card, which is folded
hamburger style. They are asked to not show the other groups
their cards. Instructions are:

Listen to the directions from teacher. Recall idioms and

illustrations from the story.

1. Gather supplies and more to an area away from the

other groups.
2. Students will write what they think the idiom means on
the inside of the card.
3. Students will illustrate the literal meaning of the idiom on
the outside of the card. (If students need help, tell them
to refer back to the story More Parts for examples)
Model what I expect them to do by showing them an idiom that
Ive done myself from the text. Ill show the students the inside of
the card where I wrote what I thought the idiom meant. On the
outside of the card will display my illustration of the idioms literally
meaning.

Recognize what the teacher wants.

Tell students that they must be effectively working. They will have
10 minutes to illustrate what the idiom says, and write what they
think it means on the inside. Set timer to 10 minutes. Send
students to gather their supplies and find an area to work.

Gather supplies and more to an area where its not crowded.

Walk around the classroom and check on each group. Do a time

check with students. Thumbs up/down if they need additional
time, offer them another 5 minutes to finish up.

Collaborating and brainstorming with their peers, illustrating the

idiom, and writing what they think the idiom means. Ask if they
need a few more minutes to finish their work. Give their thumbs
up/down.

Gather students back to the floor.

Come back to the floor sitting with their group members.

edTPA Lesson Plan Template: Elementary Education Program (EEP) College of Education University of Hawaii at Manoa

Inform students that they will show their classmates their

illustration and they have to guess what the idiom is. If they guess
it right the group will open the card to show what the idiom is. The
group will then tell the class what they think the idiom means.

Listen to their peers present their idioms.

Pick a group to share with the class.

Show me that theyre ready to present to their peers.

Applaud students for sharing their idioms with the class.

Applaud for themselves and their peers.

Explain to students that tomorrow they will begin reading Amelia

Bedeila, which is also a book full of idioms. They will be assessed
on being able to illustrate the meaning of the idioms in the text on
their own just like we did today. The students will also ask and
answer questions through the text, finding textual evidence.

Understand the task they need to do tomorrow.

Close and ask students if they will begin using idioms in their
writing? Do they find that figurative language can give readers a
different insight on words?

Give responses.

Instructional Materials and Resources

More Parts by Tedd Arnold
Amelia Bedeila by Peggy Parish
Anchor chart: Idioms
Timer
Cards with idioms from the text
Example of a idiom card

Lesson 2
edTPA Lesson Plan Template: Elementary Education Program (EEP) College of Education University of Hawaii at Manoa

Title
Amelia Bedelia: Figurative Language 2
Grade Level

Subject

Unit of Study

2nd

Language Arts

Amelia Bedelia by Peggy Parish,

illustrations, key idea and details.

Overview
Students will read the story Amelia Bedelia by Peggy Parish. They will be able to construct meaning using context clues and textual
evidence. Students will ask and answer questions by rereading to find text evidence.

Content Standard(s)
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting,
or plot.
Learning Objective(s)
Students are able to build their vocabulary by developing the strategy of using context clues and illustrations to determine which of the
multiple-meaning word makes sense. Students will be able to use figurative languages in their own writing, or recognize idioms in texts.

Informal and Formal Assessments

When students are reading with their partners I will circulate around the classroom listening to students read. I can check for students
understanding by periodically checking their worksheet picture questions. When students are done writing their idiom cards and share it
with the class I can better assess students knowledge of the figurative language. I can read each card and check for understanding.

Instructional Strategies and Learning Tasks

Teacher will.

Students will

Gather students to the floor.

Walk to the floor and sit in their assigned seats.

Remind students that today they will be reading Amelia Bedeila by

Peggy Parish.

Remember from the previous day that theyre going to be reading

Amelia Bedelia.

Inform students that when reading the story they will notice the
figurative language used in the story has many idioms. Let
students know that they will be assessed on their idiom card,
which they will create on their own.

Understand that they need to read the story Amelia Bedelia. Then
they will need to create an idiom card using the idioms from the
text.

edTPA Lesson Plan Template: Elementary Education Program (EEP) College of Education University of Hawaii at Manoa

Tell students they will be reading with their reading partner, while
reading by alternating paragraphs they will need to track their
reading. I will also pass out a worksheet called picture
questions. Explain to the students that the worksheet will require
them to look at the illustrations in order to answer the questions.

Prepare to read Amelia Bedelia with their reading partner.

Ask students to sit with their reading partner and hold hands to
show me that theyre ready.

Find their reading partner and hold hands.

Pass out Amelia Bedelia and picture questions worksheet to each

group.

Grab the materials.

Tell students to read in their spots with their reading partner.

Remind students that theyre reading elbow, elbow, knee to knee.

Move to their designated spot for reading with their reading

partner and sit elbow, elbow, knee to knee.

Observe and listen to students reading the story.

Read the story.

Get students attention when theyre almost done reading. Tell

students that their idiom cards will be placed on the chair when
theyre done reading and their worksheet is complete they can
grab one. Remind students that the idiom cards are to be done by
themselves and that they will be able to choose any idiom in the
story.

Understand what needs to be done first before grabbing the idiom

cards.

Circulate the classroom as students work.

Work productively.

Tell students who may finish sooner than others to work on

worksheets whats the joke or words with many meanings or
read other stories from Tedd Arnold and Peggy Parish.

Choose which activity they would like to do.

When all students are completed with their idiom cards, gather the
students back to the floor with their idiom cards.

Walk back to the floor and sit in their assigned seats with their
idiom cards.

Ask students to share their idiom card to the class, what they
thought it meant. Have the students guess what idiom is being
used.

Guess what idiom their peers drew and understand the meaning
of the idiom.

Inform the students that tomorrow they will be working more with
idioms and finding text evidence by going back into the story to
find evidence.

Listen to teacher about the plans for tomorrow.

Close the lesson by collecting their idiom cards and asking

students if they can think of a way that they could practice using
idioms?

Offer ideas or suggestions.

Instructional Materials and Resources

Amelia Bedelia by Peggy Parish Class set
Idiom Cards
Worksheets
Picture Questions
edTPA Lesson Plan Template: Elementary Education Program (EEP) College of Education University of Hawaii at Manoa

 Whats the Joke

Words with Many Meanings
Parts, More Parts, Even More Parts by Tedd Arnold
Bravo! Amelia Bedelia by Peggy Parish
Variety of text by Peggy Parish

Lesson 3
edTPA Lesson Plan Template: Elementary Education Program (EEP) College of Education University of Hawaii at Manoa

Title
Amelia Bedelia: Figurative Language 3
Grade Level

Subject

Unit of Study

2nd

Language Arts

Amelia Bedelia by Peggy Parish,

illustrations, key idea and details, ask and
answer questions.

Overview
Students will reread and refer back to the text to ask and answer questions. Students will then create/select their favorite idiom on the
worksheet.

Content Standard(s)
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Learning Objective(s)
Students are able to refer back to the text and find contextual evidence to support their answers. Rereading and referring back to the
text enhances their rereading skills with a stronger comprehension.

Informal and Formal Assessments

While students are rereading Ill do spot checks to see if theyre answering the questions by citing evidence straight from the text and
placing the correct page they found the evidence from. Formally to see if students understand how to ask and answer questions, I will
read their assessment answers on the story Gila Monsters.

Instructional Strategies and Learning Tasks

Teacher will.

Students will

Gather students to the floor.

Walk to the floor and sit in their assigned seats.

Remind students that they will be working on asking and

answering questions.

Recall that they will be asking and answering questions.

Explain to students that the other day they finished reading

Amelia Bedelia by Peggy Parish and today they will practice the
strategy of rereading in order to ask and answer questions. Tell
students that good readers can ask and answer questions to

Understand why good readers ask and answer questions.

edTPA Lesson Plan Template: Elementary Education Program (EEP) College of Education University of Hawaii at Manoa

show that they understand what they read.

Give the student an example when theyve asked and answer
questions.

Recall practicing the strategy with their fluency homework or the

Worlds Largest Bird.

Example: The students who do fluency work, they practice this

strategy when highlighting the answers in the text that answers
the question stated. Other students may have practiced this
strategy with the Worlds Largest Bird story when they had to find
text evidence in the story and write down their own questions that
could be found in the text.
Tell students the reason theyre practicing asking and answering
questions with Amelia Bedelia because they will be getting an
assessment on a different story Gila Monsters and they are
asked to ask and answer questions by citing evidence from the
text.
Show students the worksheet that they will be working on. Explain
to students that they will need to reread and go back to the text to
find the answers and cite their evidence by writing the page
number. At the end of the worksheet it asks students to write two
more questions that could be found in the text.

Understand that the skill theyre trying to master is asking and

answer question.

Know where to find evidence and how to complete the hand out.

Hand out worksheets to the students and their Amelia Bedelia

books.

Gather materials needed.

Send students back to the desks to work on the assignment.

Walk back to their desks to complete assignment,

Circulate the classroom as students work.

Work independently on the worksheet.

Inform students that when theyre done they may write their
own/favorite idiom on the idiom cards and/or read other stories
from Tedd Arnold and Peggy Parish.

Know what they may do after their assignment is completed.

When all students are completed with their worksheet gather

students back to the floor with their worksheet.

Walk to the floor with their worksheet.

Ask students why do good readers ask and answer questions?

Respond with it shows that they understand what they just read.

Ask students what another word for understanding a text?

Raise their hands and answer if they know. (Comprehension)

Ask students now that theyve worked with a story filled with
idioms, do they have a better understanding of how to read
figurative language. Remind students that sometimes the
illustrations help the readers understand the language being used
in the text. Sometimes you might have to reread the text to get a
better understanding of text.

Make connections on how it helps readers.

Instructional Materials and Resources

Worksheet Ask and Answer
edTPA Lesson Plan Template: Elementary Education Program (EEP) College of Education University of Hawaii at Manoa

Amelia Bedelia by Peggy Parish Class set

Parts, More Parts, Even More Parts by Tedd Arnold
Variety of text by Peggy Parish
Idiom cards

edTPA Lesson Plan Template: Elementary Education Program (EEP) College of Education University of Hawaii at Manoa