Alex Davis Project Title: 4th grade lesson plan Lesson Title: Literal vs.

Nonliteral Meanings Curriculum Area (s): English Language Arts Grade Level: 4 Estimated Time Required: 45 minutes Instructional Grou in!s: Are you using whole group, small group, partners, quads, homogeneous,
heterogeneous? Is there an opportunity to work individually if wanted?

"tandards: CCSS Language/Vocabular Ac!uisition and "se# L.$.5.a% L.4.5.b &emonstrate understanding o' (ord relationships and nuances in (ord meanings#a. &istinguish the literal and nonliteral meanings o' (ords and phrases in conte)t *e.g.% ta+e steps,. &emonstrate understanding o' 'igurative language% (ord relationships and nuances in (ord meanings# b. -ecogni.e and e)plain the meaning o' common idioms.

#aterials: Amelia /edelia b 0egg 0arish Chart paper 1llustrating 1dioms page 2rap3Around Language 1diom cards and ans(er +e Mar+ers or Cra ons Scissors $vervie%: 4o help students understand 'igurative language and be able to distinguish bet(een literal
and nonliteral meanings.

&'at %ill I di((erentiate) 0rocess 5 there can be several (a s to go about teaching the lesson
based on individual needs.

&'* %ill I di((erentiate) 1' a student (or+s better in groups% there is an interactive group section% i'

a child pre'ers to (or+ individuall % there is also a part (here the can (or+ independentl .

+o% %ill I di((erentiate) 4here (ill be group and independent (or+ all (ithin the one lesson. 1' a
student has trouble (riting% the can use an i0ad.

As a result o( t'is lesson,unit students %ill .nderstand the meaning o' di''erent idioms and (hen to use them in the appropriate conte)t

and grasp the concept o' literal vs. nonliteral meanings. /no% ne( vocabular presented in the Amelia /edelia boo+. Do ("0ills) &emonstrate their ne( understanding o' literal vs. nonliteral meanings b completing the (or+sheet and participating in the card game.

PreAssessment E)plain to students that (ords or phrases can have literal or nonliteral meanings.
4ell them that a nonliteral meaning is (hen a phrase means something other than the e)act (ords in it. E)plain that authors sometimes use nonliteral meanings in their (riting as a (a to ma+e a comparison or an e)aggerated statement about something. 6or e)ample% an author (riting that someone is a 7night o(l8 is reall sa ing that this person is a(a+e and active at night *nonliteral meaning, rather than stating that the person turns into an animal at night *literal meaning,. Ask them if they have heard of this and if they can think of any examples on their own.

&'at is t'e emotional 'oo0) 4he boo+ is humorous and (ill capture their attention. 1t (ill be a
sill and 'un lesson that students can en9o (ithout 'eeling li+e the are learning.

"te s in t'e Lesson

/egin reading aloud to the class Amelia /edelia b 0egg 0arish. As ou continue (ith the stor % as+ students to pa special attention to some o' the other 'orms o' 'igurative language in the stor as Amelia encounters them. 1nvite students to identi' a 'e( o' the remaining idioms% or nonliteral phrases% that Amelia encountered in the stor . 2rite these idioms on a chart% chal+board or document camera 'or students to see. 4hen% ne)t to each phrase% as+ students to help ou (rite the actual meaning o' the phrase. As+ students i' the have ever heard someone sa % 74hat (as a piece o' ca+e:8 or 71t;s raining cats and dogs out there:8 E)plain that these e)pressions are also idioms% (hich have 'igurative% rather than literal% meanings. Add these e)pressions to the list and invite students to o''er e)planations about their 'igurative meanings. *6or e)ample% 7a piece o' ca+e8 means 7eas 8 or 7easil accomplished%8 and 7raining cats and dogs8 means 7strong and heav rain.8, 1nvite students to add to our list o' idioms b as+ing them to thin+ o' nonliteral e)pressions the have heard at home% on television sho(s or in dail conversations (ith 'riends. As students o''er their e)amples% add them to the class list on the chart or chal+board until ou have <=5<5 e)amples or more. >eep the list on displa so students can learn and practice the idioms on their o(n.

 Closure Activit*,&ra u : ?ive each student a cop o' the 1llustrating 1dioms page and
encourage students to choose an idiom 'rom the class list to illustrate. 6or e)ample% e)plain that 'or 7raining cats and dogs%8 the might sho( a picture o' cats and dogs 'alling 'rom the s+ onto umbrellas: Encourage students to (rite a simple e)planation 'or the practical meaning o' their phrase. 6or e)ample% 7it costs an arm and a leg8 reall means 7it costs a lot o' mone .8 &ispla the 'inished products on a bulletin board or in a class boo+ titled 71nteresting 1dioms%8 7"nderstanding 1dioms8 or 72hat Are 2e -eall 4r ing to Sa @8

PostAssessment:
1nvite students to 9oin in this all3class participation game (ith idioms: 0rint and cut out the 2rap3Around Language 1diom cards 'or each student. *Aou ma need to give some students more than one card i' there are cards le't over., Students ta+e turns calling out their card *71 have...8, and as+ing 'or the ne)t card b reading the meaning o' a ne( idiom *72ho has...8,. 4he student (ith the corresponding idiom responds. 4he game continues until all cards have been pla ed and all idioms have been read. *An ans(er +e is provided 'or the teacher% or to help (ith game pla 'or students (ho ma be struggling.,

Additional Resources: Any websites or materials that you used