Little Strokes Fell Great Oaks

Grade Level or Special Area: Sixth Grade Written by: Connie Jones, Normandy Elementary, Littleton, CO Length of Unit: Seven lessons (30 days), approximately 20+ minutes each

I.

ABSTRACT This introductory unit lasts about four weeks. Sixth graders will develop an understanding of the selected Core Knowledge sayings and phrases and then spend some time using the phrases in presentations: oral and written. OVERVIEW A. Concept Objectives 1. Develop an understanding of how figurative language supports meaning in a given context. (Colorado English Standard 6) B. Content from the Core Knowledge Sequence ( page 136) 1. Develop an awareness and a familiarity with the following sixth grade Core Knowledge list of phrases and sayings: a. ALL FOR ONE AND ONE FOR ALL b. ALLS WELL THAT ENDS WELL. c. BEE IN YOUR BONNET d. THE BEST-LAID PLANS OF MICE AND MEN OFT GO AWRY. e. A BIRD IN THE HAND IS WORTH TWO IN THE BUSH. f. BITE THE DUST g. CATCH-AS-CATCH CAN h. DONT CUT OFF YOUR NOSE TO SPITE YOUR FACE. i. DONT LOCK THE STABLE DOOR AFTER THE HORSE IS STOLEN. j. DONT LOOK A GIFT HORSE IN THE MOUTH. k. EAT HUMBLE PIE l. A FOOL AND HIS MONEY ARE SOON PARTED. m. A FRIEND IN NEED IS A FRIEND INDEED. n. GIVE THE DEVIL HIS DUE. o. GOOD FENCES MAKE GOOD NEIGHBORS. p. HE WHO HESTITATES IS LOST. q. HE WHO LAUGHS LAST LAUGHS BEST. r. HITCH YOUR WAGON TO A STAR. s. IF WISHES WERE HORSES, BEGGARS WOULD RIDE. t. THE LEOPARD DOESNT CHANGE HIS SPOTS. u. LITTLE STROKES FELL GREAT OAKS. v. MONEY IS THE ROOT OF ALL EVIL. w. NECESSITY IS THE MOTHER OF INVENTION. x. ITS NEVER OVER TILL ITS OVER. y. NOSE OUT OF JOINT z. NOTHING WILL COME OF NOTHING. aa. ONCE BITTEN, TWICE SHY. bb. ON TENTERHOOKS cc. POT CALLING THE KETTLE BLACK dd. PROCRASTINATION IS THE THIEF OF TIME. ee. THE PROOF OF THE PUDDING IS IN THE EATING. ff. RIP

II.

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gg. THE ROAD TO HELL IS PAVED WITH GOOD INTENTIONS. hh. ROME WASNT BUILT IN A DAY. ii. RULE OF THUMB jj. A STITCH IN TIME SAVES NINE. kk. STRIKE WHILE THE IRON IS HOT. ll. TEMPEST IN A TEAPOT mm. TENDERFOOT nn. THERES MORE THAN ONE WAY TO SKIN A CAT. oo. TOUCHE pp. TRUTH IS STRANGER THAN FICTION (The bold phrases above are listed with their explanations in Appendix D.) C. Skill Objectives 1. Students will identify and translate expressions of the standard culture of literate American English (sayings, phrases and idioms). 2. Students will use the sayings/phrases in verbal and written communication.

III.

BACKGROUND KNOWLEDGE A. For Teachers 1. What Every Sixth Grader Needs To Know pp. 72-82 B. For Students 1. Be familiar with the writing process. Use transitions and appropriate punctuation for dialogue. RESOURCES A. What Every Sixth Grade Needs To Know (Lesson One-Seven) B. The Flamingoes Are Tickled Pink: A Book of Idioms by Chip Lovitt (Lesson Two) C. In a Pickle and Other Funny Idioms by Marvin Terban (Lessons One and Two) D. Mad As A Wet Hen! And Other Funny Idioms by Marvin Terban (Lessons One and Two) E. Test Your Cultural Literacy by Diane Zahler and Kathy Zahler. (Lesson Six) F. Appendix A (Lessons One, Three, Four, and Five) G. Appendix B (Lesson One, Conclusion of unit) H. Appendix C Explanations of Sayings 1 (Lesson One ) I. Appendix D Test 1, KEY (Lesson one) J. Appendix E Explanations of Sayings II (Lesson One) K. Appendix F Test II, Key (Lesson One) L. Appendix G Sample Project Rubric (Lesson Two) M. Appendix H Sample Presentation Rubric (Lesson Three) N. Appendix I Sample Story Rubric (Lesson Four) O. Appendix J Explanations of Sayings III (Lesson Five) P. Appendix K Test 3, KEY (Lesson Five) Q. Appendix L Test Yourself Examples (teacher reference only, Lesson Six) R. Transparencies: Appendix B (Lesson One) S. Transparencies: Appendix C and E (Lesson One) T. Transparencies: Appendix J (Lesson Five) U. Transparency for class story (Lesson Five) V. Student Copies of Appendix A (two sets each: pre and post) W. Student Copies of Appendix D, Test I (Lesson One) X. Student Copies of Appendix F, Test II (Lesson One) Y. Student Copies of Appendix K, Test III (Lesson Five) Z. One set of Appendix J (to be cut apart and distributed, three to each group of students) (Lesson Five)

IV.

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AA. BB. CC.

Bottle of bubble soap with wand (Lesson Two) Student writing materials (paper, pen, markers) (all lessons) Optional: Student props for presentations (Lesson Four)

V.

LESSONS Lesson One: Introduction (eight days) A. Daily Objectives 1. Concept Objective(s) a. Develop an understanding of how figurative language supports meaning in a given context. (Colorado English Standard 6) 2. Lesson Content a. Develop an awareness and a familiarity to the sixth grade Core Knowledge list of phrases and sayings. 3. Skill Objective(s) a. Students will identify and translate expressions of the standard culture of literate American English (sayings, phrases and idioms). b. Students will use the sayings/phrases in verbal and written communication. Materials 1. Appendices A -F (teacher copies) 2. Transparency of Appendix B, C, and E 3. Appendix B (two sets for each studentsave one set for the end of the unit) 4. Appendices D and F, Student copies (Test I and II) 5. What Every Sixth Grader Needs To Know pp. 72-82 6. In A Pickle by Marvin Terban 7. Mad as a Wet Hen by Marvin Terban 8. Student writing materials Key Vocabulary 1. Expressionswords or phrases that are used to convey ideas or feelings beyond their dictionary definitions (sayings and phrases); a group of words used as a unit 2. Proverbsare sayings that have been used for many years that tell truths about life or human nature; a short wise saying used for a long time by many people Procedures/Activities Day 1: Wednesday 1. Refer to the list of phrases (expressions). See Appendix A, two pages. 2. Make student copies of Appendix B. 3. Start off by telling the students they are receiving copies of sayings and phrases from the standard culture of literate American English (the list is from CK What Your Sixth Grader Needs to Know). A word or two have been left out of each phrase. Hand out the student copies. 4. Allow about ten minutes for the students to individually work on filling in each blank. Have the students comple te these sayings by filling in every blank over the next few days. 5. Discuss with the students that some sayings might jump out at themthey have heard the saying all their lives to some sayings that they wont even ring a bell after we go over the sayings together.

B.

C.

D.

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6.

Collect the students papers. Read over them to tally which incomplete sayings are being filled in correctly, skipped over, and which ones are being filled in incorrectly. 7. Jot down a few that are funny to share in a newsletter to go home, Back-toSchool Night, Curriculum Night, Parent Meetings, and/or to share with the class (make sure the author remains unknown). You can share a few at the beginning of each class time or save them until the end of the unit to share how far weve come. J Day 2: Thursday 8. Ask the students how many filled in every blank. (Discuss how many they think are filled in correctly versus how many were guessed or just made up.) Call on a few students to recite a few of their completed sayingsones they are sure of. Discuss the background of those sayingsGrandma always says that phrase when we Narrow down the list of the sayings to the ones that no one filled in yet. Lead them to getting help from others. 9. Allow time for students to work in pairs in order to fill in more blanks. 10. Have students take home the sayings to converse with their parents/ grandparents/aunts /uncles etc. (My students came back and told me many of their parents didnt know some of the sayings but their grandparents were a lot of help). I like to assign this step on a Thursday or a Friday and have it due on a Monday or a Tuesday so that the students have time to play with these with their immediate families and to call Grandma and Grandpa, too, if they are so inclined. Day 3: Friday 11. Read and discuss the M. Terban books from the resource list. These books are a collection of illustrated idioms with explanations of each. Have the students illustrate their favorite one(s). Ask them how they are doing figuring out their fill-in the-blank sayings. Day 4: Monday 12. If you made a transparency of Appendix B, fill in the blanks as the students volunteer the answer. Using Appendix A, go over each of the sayings. A prize can be given to the student with the most correct. Have the students fix the sayings as they go along so they have a list of the accepted phrases. Day 5: Tuesday 13. Categorize the sayings into three-four groups: Very Common in Our Area: Everyone Knows, Common in Our Area: Quite A Few People Use, Fuzzy: Not Very Common in Our Area, and What Do These Mean? Days 6-8: Wednesday Friday 14. Read the explanation of the sayings from each of the categories. Use What Every Sixth Grader Needs To Know pages 72-82. See Appendix C. Continue, as time permits, for the next three days. (See #15 also.) From the Very Common category just read the explanation to make sure everyone is on the same page. From the Common category bring the other students up-to-speed. Ask the students who are comfortable with these phrases how they knew them, who says them, and how are they used. Have all the students draw pictures and/or write sentences using these phrases. From the Fuzzy/ What ? categories, read the explanation from What Every Sixth Grader Needs to Know, discuss, and have the students be

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E.

on-the-lookout for these sayings. If the students can cut them out (in context), say from a magazine or newspaper, have them bring the example in and display it. If need be, have the students copy the paragraph it is in or read it aloud from their books. 15. Then do the same for Appendix E. Assessment/Evaluation 1. Save the pretest and compare it to when you give it again as the end-of-the-unit post test. 2. When you feel the students are ready, test the students over their comprehension of the listed phrases. See Appendices D (Test I) and F (Test II).

Lesson Two: Literal Language vs. Figurative Language (three days) A. Daily Objectives 1. Concept Objective(s) a. Develop an understanding of how figurative language supports meaning in a given context. (Colorado English Standard 6) 2. Lesson Content a. Develop an awareness and a familiarity to the sixth grade Core Knowledge list of phrases and sayings. 3. Skill Objective(s) a. Students will identify and translate expressions of the standard culture of literate American English (sayings, phrases and idioms). b. Students will use the sayings/phrases in verbal and written communication. B. Materials 1. A bottle of bubble soap with wand to blow bubbles 2. The Flamingoes Are Tickled Pink: A Book of Idioms by Chip Lovitt 3. In a Pickle and Other Funny Idioms and/or Mad As A Wet Hen! And Other Funny Idioms by Marvin Terban 4. Appendix G Sample project rubric C. Key Vocabulary 1. Literal languagewords describing actual happenings 2. Figurative languageexpressions stated in an nonliteral sense to give vividness D. Procedures/Activities Day 1 1. Introduce the difference between literal and figurative language. 2. Slowly blow a large bubble on the wand; then pop it. 3. Ask the students what you did. 4. After several responses, write the phrase burst my bubble on the board. 5. Explain this is a literal interpretation: you literally (actually) burst a bubble. 6. Now write on the board: When you told me it was going to rain on the day we are supposed to go to Six Flags, you really burst my bubble! 7. Ask the students what they think this sentence means. Explain that in this sentence a bubble has not actually, or literally, been burst; it means that the rain prediction dampened your excitement about your day at Six Flags. 8. Explain this is a figurative interpretation. 9. Explain that the phrase burst my bubble is a phrase used to describe disappointment. 10. Share experiences when individuals bubbles were burst. Days 2 and 3 11. Read The Flamingoes Are Tickled Pink: A Book of Idioms.

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E.

Assign several of the sentences from the book for the students, in groups, to rewrite the sentences to change them from figurative sentences to literal sentences. Example: You shouldnt have done that. Youll be in the doghouse when Mom gets home!You shouldnt have done that. Mom will be mad at you. 13. Check to see if the interpretations are correct. 14. Read aloud the groups literal sentences in the same order as the books figurative sentences. 15. Ask: Which versionoriginal figurative language or the literal language sentencesis more interesting? Assessment/Evaluation 1. Are the students becoming exposed to the Core Knowledge phrases and sayings? Are they incorporating appropriately the expressions in their writing? 2. See Appendix G for a sample project rubric.

Lesson Three: Dialogue in Skits (two days) A. Daily Objectives 1. Concept Objective(s) a. Develop an understanding of how figurative language supports meaning in a given context. (Colorado English Standard 6) 2. Lesson Content a. Develop an awareness and a familiarity to the sixth grade Core Knowledge list of phrases and sayings. 3. Skill Objective(s) a. Students will identify and translate expressions of the standard culture of literate American English. (sayings, phrases and idioms). b. Students will use the sayings/phrases in verbal and written communication. B. Materials 1. List of sayings and phrases from What Your Sixth Grader Needs To Know, pp. 72-82, see Appendix A 2. If you want to include more choices for the students, collect them from the Core Knowledge lists of the previous grades 3. Appendix H Sample Oral Presentation Rubric 4. Optional: student props for skits C. Key Vocabulary None D. Procedures/Activities Day 1 1. Group the students in threes or fours. 2. Using the list(s) of phrases, have the students create one-two minute skits. 3. Have the students write dialogue for each person in the skit. Use appropriate punctuation. 4. Require them to use at least one phrase in each persons dialogue. Day 2 5. Practice the skits. Encourage props. 6. Present to their classmates. E. Assessment/Evaluation 1. Did the students use the sayings appropriately? 2. Did the students have appropriate stage presence? 3. Did they use props?

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4. Does the written dialogue have appropriate punctuation? 5. See Appendix H for a sample presentation rubric Lesson Four: Charades/Pantomimes/Stories (five days) A. Daily Objectives 1. Concept Objective(s) a. Develop an understanding of how figurative language supports meaning in a given context. (Colorado English Standard 6 2. Lesson Content a. Develop an awareness and a familiarity to the sixth grade Core Knowledge list of phrases and sayings. 3. Skill Objective(s) a. Students will identify and translate expressions of the standard culture of literate American English (sayings, phrases and idioms). b. Students will use the sayings/phrases in verbal and written communication. B. Materials 1. Appendix A for teacher reference 2. Appendix A cut apart for student use 3. Appendix I for sample writing rubric 4. Student writing materials C. Key Vocabulary 1. None D. Procedures/Activities Days 1- 2 1. Cut apart the sample of phrases and sayings. See Appendix A. 2. Give each student (or pair) a saying to act out (pantomime). 3. Have the class audience guess which saying the students are presenting. Days 3-5 4. Have students working together (two-four) compose stories using the phrases from the list. 5. Have the students choose a phrase to be the main concept of the story. 6. Collect several other sayings and phrases that will go with the main one. 7. Have the students try to use a phrase for the final sentence. 8. If possible, use a saying for their title. 9. Discuss effective beginnings and endings, and interesting titles. 10. Instruct the students to illustrate their stories. 11. Share with the class if appropriate. E. Assessment/Evaluation 1. Are the students using the phrases as intended? Do the stories have a beginning, middle, and end? Does the story have a title? Have the students revised and edited? Have the students used complete sentences, appropriate capitals and punctuation? 2. See Appendix I for a sample writing rubric. Lesson Five: Class Jigsaw Story Selected Phrases (five-six days) A. Daily Objectives 1. Concept Objective(s) a. Develop an understanding of how figurative language supports meaning in a given context. (Colorado English Standard 6) 3. Lesson Content

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B.

C. D.

E.

Develop an awareness and a familiarity to the sixth grade Core Knowledge list of phrases and sayings. 4. Skill Objective(s) a. Students will identify and translate expressions of the standard culture of literate American English (sayings, phrases and idioms). b. Students will use the sayings/phrases in verbal and written communication. Materials 1. Appendix Jtransparency 2. Appendix Jphrases with explanations cut apart for student use 3. Student writing materials Key Vocabulary 1. Procedures/Activities Days 1-2 1. Select a collection of phrases from What Every Sixth Grader Needs To Know that group together nicely such as the ones in Appendix J for the entire class to write a story. 2. Introduce and discuss the phrases. Use a transparency of Appendix J. 3. Ask the students what the phrases have in common. Can they relate these phrases to a school day? Brainstorm a few ideas. 4. Tell the students they are going to write a group story using the selected phrases. 5. The setting, for these phrases is a classroom. The intent of the story is to give a recipe of an efficiently run classroom. Tell them they could possibly state a few pitfalls to avoid as well. They are to use as many phrases in their writing as possible. 6. To write the story, group the students to hammer out their section of the story. Let them choose several of the phrases that they will be responsible to use in their paragraph. Cut apart a copy of Appendix J for the students to use. 7. The students need to know that all their paragraphs need to fit together at the conclusion of this lesson. 8. Brainstorm the direction that the story should take. 9. Assign the groups: introduction, beginning, middle, end, and conclusion. Day 3 10. Have students read their first drafts aloud. Discuss how the story could fit togetherwhat transitions are needed? Day 4 11. Combine two to three groups together so that their parts can be jigsawed. 12. The teacher can type the first draft of the story to have ready for the next days revisions. Put it on an overhead (optional: make student copies so they can revise and edit on a paper copy). Days 5 6 13. As a class, begin to revise and then edit. Have students write the final copy. Present. Assessment/Evaluation 1. Did the students use the phrases appropriately? Does the story have a beginning, middle, and end? Are transitions used? Did the students participate in the revisions? 2. Appendix K, Test III, KEY

a.

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Lesson Six: Test Yourself A. Daily Objectives 1. Concept Objective(s) a. Develop an understanding of how figurative language supports meaning in a given context. (Colorado English Standard 6) 2. Lesson Content a. Develop an awareness and a familiarity to the sixth grade Core Knowledge list of phrases and sayings. 3. Skill Objective(s) a. Students will identify and translate expressions of the standard culture of literate American English (sayings, phrases and idioms). b. Students will use the sayings/phrases in verbal and written communication. B. Materials 1. Test Your Cultural Literacy A Well-Turned Phrase: Quotes, Phrases and Aphorisms pp. 141- 156 2. Appendix L (teacher reference) C. Key Vocabulary 1. Quotesto repeat the exact words of 2. Phrasean expression 3. Aphorismsa terse sentence expressing a general thought, piece of practical wisdom (maxim, proverb) D. Procedures/Activities 1. In Test Your Cultural Literacy by Diane Zahler and Kathy A. Zahler, there is a chapter called A Well-Turned Phrase: Quotes, Phrases, and Aphorisms, p. 141. 2. Have the students number their paper 1- 50. 3. Read the Introduction page vii through page xiii. Share with the students the items that would be appropriate. 5. Tell the students that several of these questions concern phrases they have been exposed to already. See Appendix D for teacher reference of examples in the book. Read the test items aloud while the students choose one of the multiple choice answers. You may want to choose to read a partial list. 6. Orally, go over each item on the test. Discuss as you go along. 7. The students should not feel that this is for a grade (since the test is intended for adults) but they should try to do their best. See Scoring Key on page xv in the book, Test Your Cultural Literacy. E. Assessment/Evaluation 1. Self-monitoring: the students can access where they are at, according to Test Your Cultural Literacy. Lesson Seven: Modern PhrasesTheyre All Over the Place! (one -two days) A. Daily Objectives 1. Concept Objective(s) a. Develop an understanding of how figurative language supports meaning in a given context. (Colorado English Standard 6) 3. Lesson Content a. Develop an awareness and a familiarity to the sixth grade Core Knowledge list of phrases and sayings. 4. Skill Objective(s) a. Students will identify and translate expressions of the standard culture of literate American English (sayings, phrases and idioms).

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b. B. C.

Students will use the sayings/phrases in verbal and written communication.

D.

E.

Materials 1. Paper for mural, markers Key Vocabulary 1. Idioma phrase or group of words with a meaning different from the meaning of the individual words 2. Clichan expression which has lost its significance through frequent repetitions, a timeworn phrase Procedures/Activities Day 1 1. Have the students brainstorm today phrases. Examples: Dont Blow It, Chew the Fat, Knock Me Over with a Feather, Hang Tough, etc. 2. Have the students make a mural and have them write as many sayings that they can think of on it. Include all the Core Knowledge ones as well. Display where the students can add more. 3. Discuss the literal meanings of these phrases and then translate what they are supposed to mean. 5. Discuss how people from other cultures who speak different languages might approach these idioms. 6. Have the students look in their reading and in the newspaper (including the comics) and listen for uses of expressions used in our everyday language (idioms, proverbs, sayings and phrases). Discuss the use of the phrases: serious, every day uses (common use/acceptable standard use), play on words/ making fun or clich (overusedlost pizzazz). Clichs are sayings that have been used too much to make a strong impression. Clichs should be avoided in writing and speaking. 7. Have the students write these on the mural and share with the class where they saw/heard them (news caster, television show, movie, independent reading book, magazine ad, commercial). Assessment/Evaluation 1. Have the students make a class book of funny illustrations (literal meanings) of common idioms: He Lost His Marbles, Hold Your Horses, Blow Off Some Steam, Keeping an Eye on the Baby, Youre Driving Me Up a Wall

VI.

CULMINATING ACTIVITY A. Have students retake Appendix B and see how many phrases they can correctly complete now. Compare to Lesson One. (Copies were made in Lesson One.) HANDOUTS/WORKSHEETS A. Appendix B: Sayings and Phrases (student copies Lesson One) B. Appendix D: Test I (Lesson One) C. Appendix F: Test II (Lesson One) D. Appendix J: Explanations, cut apart (Lesson Five) E. Appendix K: Test III (Lesson Five) BIBLIOGRAPHY A. Hirsch, E.D. What Your 6th Grader Needs To Know. New York: Dell Publishing, 1995. B. 0-385-31467-1. p. 72-82. C. Lovitt, C. The Flamingoes Are Tickled Pink: A Book of Idioms. Disney Press

VII.

VIII.

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D. E. F.

Terban, M. In A Pickle and Other Funny Idioms . New York: Clarion Books, 1983. 0-89919-153-3. Terban, M. Mad As A Wet Hen! And Other Funny Idioms . New York: Clarion Books, 1987. 0-89919-478-8.

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Appendix A Lesson One

EAT HUMBLE PIE

SAYINGS AND PHRASES

ALL FOR ONE AND ONE FOR ALL. A FOOL AND HIS MONEY ARE SOON PARTED.

ALLS WELL THAT ENDS WELL.

A FRIEND IN NEED IS A FRIEND INDEED.

BEE IN YOUR BONNET

GIVE THE DEVIL HIS DUE.

THE BEST-LAID PLANS OF MICE AND MEN OFT GO AWRY.

GOOD FENCES MAKE GOOD NEIGHBORS.

A BIRD IN THE HAND IS WORTH TWO IN THE BUSH.

HE WHO HESTITATES IS LOST.

BITE THE DUST

HE WHO LAUGHS LAST LAUGHS BEST.

CATCH-AS-CATCH CAN

HITCH YOUR WAGON TO A STAR.

DONT CUT OFF YOUR NOSE TO SPITE YOUR FACE.

IF WISHES WERE HORSES, BEGGARS WOULD RIDE.

DONT LOCK THE STABLE DOOR AFTER THE HORSE IS STOLEN.

THE LEOPARD DOESNT CHANGE HIS SPOTS.

DONT LOOK A GIFT HORSE IN THE MOUTH.

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Appendix A, page 2 Lesson One

RIP THE ROAD TO HELL IS PAVED WITH GOOD INTENTIONS.

LITTLE STROKES FELL GREAT OAKS.

MONEY IS THE ROOT OF ALL EVIL. NECESSITY IS THE MOTHER OF INVENTION. ITS NEVER OVER TILL ITS OVER.

ROME WASNT BUILT IN A DAY.

RULE OF THUMB

A STITCH IN TIME SAVES NINE.

NOSE OUT OF JOINT

STRIKE WHILE THE IRON IS HOT.

NOTHING WILL COME OF NOTHING.

TEMPEST IN A TEAPOT

ONCE BITTEN, TWICE SHY.

TENDERFOOT

ON TENTERHOOKS

THERES MORE THAN ONE WAY TO SKIN A CAT.

POT CALLING THE KETTLE BLACK

TOUCHE

PROCRASTINATION IS THE THIEF OF TIME.

TRUTH IS STRANGER THAN FICTION.

THE PROOF OF THE PUDDING IS IN THE EATING.

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Appendix B Lesson One Student Copy

DONT LOCK THE STABLE DOOR AFTER THE ________ IS STOLEN.

SAYINGS AND PHRASES

____FOR ONE AND ONE FOR____.

DONT LOOK A GIFT ______ IN THE MOUTH. EAT ________PIE

ALLS ____THAT ENDS____.

A FOOL AND HIS _______ ARE SOON PARTED.

BEE IN YOUR ______

A FRIEND IN _____ IS A FRIEND INDEED.

THE BEST-LAID PLANS OF _____ AND MEN OFT GO AWRY.

GIVE THE DEVIL HIS_____.

A BIRD IN THE HAND IS WORTH ______ IN THE BUSH.

GOOD FENCES MAKE GOOD__________.

______ THE DUST

HE WHO ___________ IS LOST.

CATCH-AS-______ CAN

HE WHO _________ LAST LAUGHS BEST/TO HAVE THE LAST _________

DONT CUT OFF YOUR _______TO SPITE YOUR FACE.

HITCH YOUR ________TO A STAR.

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Appendix B, page 2

IF WISHES WERE__________, BEGGARS WOULD RIDE.

______________ IS THE THIEF OF TIME. THE PROOF OF THE __________ IS IN THE EATING. R.I._.

THE LEOPARD DOESNT CHANGE HIS_________. LITTLE _________ FELL GREAT OAKS.

THE ROAD TO HELL IS PAVED WITH _______ INTENTIONS. ROME WASNT BUILT IN A ____. RULE OF _______ A STITCH IN TIME SAVES______. STRIKE WHILE THE ______IS HOT. TEMPEST IN A _______

MONEY IS THE ROOT OF ALL _______. NECESSITY IS THE ________ OF INVENTION. ITS NEVER OVER TILL ITS_________.

NOSE OUT OF ________

NOTHING WILL ______ OF NOTHING/NOTHING COMES OF __________

______FOOT

ONCE BITTEN, TWICE ______.

THERES MORE THAN ONE WAY TO ______A CAT. _______ IN SHEEPS CLOTHING

ON TENTER_____

TOUCHE _________ IS STRANGER THAN FICTION.

POT CALLING THE KETTLE _______

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Appendix C Lesson One (Test I)

Dont cut off your nose to spite your face Sometimes out of anger or for revenge we do things that actually end up hurting us rather than making us feel better. We use this expression to warn against such behavior. Sam was angry. I studied really hard for that math test and my grade was terrible. So you know what Im going to do for the next test? Im not going to study at all. Oh, come on, Sam, said Dana. Dont cut off your nose to spite your face.

A friend in need is a friend indeed Some people are your friends when you are happy but avoid you when you are having trouble. This proverb explains that a true friend sticks around when you are in need of help, comfort or anything else. Every day while Mr. Grainey was sick, his neighbor Charles went to the house to cook and read for him. Charles really proved that a friend in need is a friend indeed.

To bite the dust When someone is defeated, we use this saying. It originated from physical combat, when the people fell facedown in the dust. Despite a gallant effort, the Blue Demons bite the dust, and our own Bobcats have won again! cheered the announcer.
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Appendix C, page 2

He who hesitates is lost If you wait before you do something you may be too late. People use this saying to urge someone into action or to comment on a lost opportunity. Erika looked sadly at the falling snow outside and then said, Grandma was rightshe who hesitates is lost. I kept meaning to plant flower bulbs under my window and now the ground will be frozen all winter.

He who laughs last laughs best / to have the last laugh People often ridicule new projects or ideas. But in the end, when something works the person who took it seriously gets the best laugh of all-- one that proves him right. My neighbors thing that Im silly for practicing my climbing on the garden wall, Kyle said, But the day I reach the summit of Mount Everest, Ill have the last laugh.

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Appendix C, page 3

Hitch your wagon to a star This saying means you should set your goals as high as you can. Robert practiced his jump shots and free throws every day, Someday, he said to his father, Im going to make the high school team. Why, stop there, said his father with a laugh, Hitch your wagon to a star, shoot for the NBA!

If wishes were horses, beggars would ride This proverb is from past times, when horses were a primary means of transportation, and many people were too poor to own them. It means that if wishes were easy to achieve, then everyone would have everything that they want. I wish I had a million dollars, said Cal. Sure, said Alicia, and if wishes were horses, beggars would all ride.

The leopard cant change its spots When people say this, they mean that its impossible to change or hide a particular trait, because that trait is part of what makes that someone or something what it is. I wish Marcia would be on time for once, said Kelly. A leopard cant change its spots, said John. I say that next time we tell her the meeting starts a half hour earlier than it does.

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Appendix C, page 4

Little strokes fell great oaks A task may seem overwhelming, but if you break it into manageable smaller tasks and persevere, you can complete it. When the students volunteered for the housing program they couldnt imagine what their work would do. But little strokes fell great oaks, and in the spring five new houses were ready for families to occupy.

To have a bee in your bonnet If a bee flew into your hat wouldnt you be intent on getting it out? People say that someone has a bee in their bonnet if she is annoyed or obsessed with something. The school nurse really has a bee in her bonnet about healthy food. But Ill be glad if he does get the cafeteria to offer a salad bar at last.

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Appendix C, page 5

Catch as catch can The phrase means that a person must make do with whatever you have at the time. We dont have as many musical instruments as we do students, said the music teacher, so bring in your kazoos, your harmonicas, even empty coffee cans. Its pretty much catch-as-catch-can, but well still sound great.

A bird in the hand is worth two in the bush When people say this, they mean that it is much better to be content with what you have than to go chasing after something that many be out of reach: you might end up with nothing. The excited contestant on the game show had just won a car. And now, said the host, you can keep the car, or you can give it back and spin the wheel again to try for an even better prize! Thanks, replied the contestant, Ill keep the e car. A bird in the hand is better that two in the bush.

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Appendix D Lesson One (Test I) Name___________________________ Sayings and Phrases Test 1

Match the definition with the saying/phrase. 1. 2. ____ BEE IN YOUR BONNET ____ A BIRD IN THE HAND IS WORTH TWO IN THE BUSH ____ BITE THE DUST C. 4. 5. ____ CATCH-AS-CATCH CAN ____ DONT CUT OFF YOUR NOSE TO SPITE YOUR FACE ____ A FRIEND IN NEED IS A FRIEND INDEED ____ HE WHO HESTITATES IS LOST ____ HE WHO LAUGHS LAST LAUGHS BEST ____ HITCH YOUR WAGON TO A STAR A. People say this about someone if that person is annoyed by or obsessed with something. People often ridicule other peoples work or ideas. But in the end, when the idea works, the person who took it seriously gets the best laugh of all. A task may seem overwhelming, but if a person takes the task, a little at a time, the task can be completed. It is much better to be content with what you have than to go chasing after something better because you may end up with nothing. This saying reminds us we sometimes may do something out of anger or revenge that actually hurts us instead of making us feel better and advises us against that negative behavior. This phrase describes a situation in which someone must make do with whatever is available at the moment. A true friend is someone you can count on, no matter what, but especially when you are in need of help. You cannot hide a particular trait because that trait is what makes someone who they are. You should aim as high as you can when thinking of your goals. If wishes were easy to achieve, then everyone would have everything they wanted. If you wait before you do something, it may be too late. We use this saying when someone is defeated

B.

3.

D.

6. 7. 8. 9.

E.

F.

10. ____ IF WISHES WERE HORSES, BEGGARS WOULD RIDE 11. ____ THE LEOPARD DOESNT CHANGE HIS SPOTS 12. ____ LITTLE STROKES FELL GREAT OAKS

G.

H.

I.

J. K. L.

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Appendix D, page 2 Lesson One Test I, KEY

Name___________________________ Sayings and Phrases Test 1 KEY

1. 2.

__A___ BEE IN YOUR BONNET __D__ A BIRD IN THE HAND IS WORTH TWO IN THE BUSH __L__ BITE THE DUST __F__ CATCH-AS-CATCH CAN __E__ DONT CUT OFF YOUR NOSE TO SPITE YOUR FACE __G__ A FRIEND IN NEED IS A FRIEND INDEED __K__ HE WHO HESTITATES IS LOST __B__ HE WHO LAUGHS LAST LAUGHS BEST __I___ HITCH YOUR WAGON TO A STAR

3. 4. 5.

6.

7. 8. 9.

10. ___J__ IF WISHES WERE HORSES, BEGGARS WOULD RIDE 11. ___H__ THE LEOPARD DOESNT CHANGE HIS SPOTS 12. ___C__ LITTLE STROKES FELL GREAT OAKS

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Appendix E Lesson One (Test II)

Money is the root of all evil This proverb means that greed for money can sometimes motivate people to do things that they wouldnt otherwise do. Mrs. Alvarado, it says here that some factories dump poisonous waste into rivers. Dont they care about the wildlife and the people who use the water? Bills teacher explained, Its cheaper to dump the waster than to dispose of it safely. Some factories care more about their profits than they do about rivers. No wonder people say money is the root of all evil, Bill mused.

It is not over till its over This saying means that you can never be sure what the outcome of something (a football game, a book, or even life) will be until the very end. I cant take this movie, Chase whispered to Juan. The forces of evil are going to win. Theres no way the hero can survive in a cave full of poisonous gases. Wait and see. I bet he finds a way out, said Juan. Its not over till its over.

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Appendix E, page 2

Once bitten, twice shy If a dog bites you, you will probably be very careful to stay clear of dogs after that. This saying means that people tend to protect themselves from being hurt, especially if theyve been hurt before. Why didnt Lee enter the science fair? asked Jim. The volcano she made last year was great. Once bitten, twice shy, said Jenna. She heard some kids making fun of her entry last year, so she wouldnt enter this year. A stitch in time saves nine By taking a little care early, you may save yourself a lot of trouble later. This saying is similar to An ounce of prevention is worth a pound of cure. Can you see how this proverb is based on the activity of sewing? Maries father was reading the yellow pages. What are you looking for, Dad? she asked. Im looking for a chimney sweep. We need to get the chimney cleaned before too much soot builds up inside. A chimney fire can ruin a chimney or worse. A stitch in time saves nine, I always say.

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Appendix E, page 3

Strike while the iron is hot To work on metal, a blacksmith heats up the metal and then strikes it with a huge mallet. Cold metal isnt easily shaped. So people use this saying to mean that you should do something while the circumstances are in your favor. Maggie sure is in a good mood today, thought Luke. I think I will strike while the iron is hot and ask her if I can borrow her chess set.

All for one and one for all This saying means that all the members of a group must work for the good of each individual member, and each individual must work for the good of the group as a whole. As the Red Dragons headed onto the field, the soccer coach reminded the, All for one and one for all!

Alls well that ends well This saying from Shakespeare means that if something finally succeeds, then the difficulties or mistakes along the way can be forgotten. At the school dance, Jake managed to step on Alices toes, spill punch on her dress, and tear his pants. But when the evening ended and Alice said, I hope youll ask me out again, Jake sighed to himself, Alls well that ends well.

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Appendix E, page 4

Eat humble pie Humble means modest. Humble pie, which originally has no relation to being humble, was a meat pie made of animal intestines. The expression eat humble pie came to stand for the unpleasant situation in which you are forced to admit your mistakes or weaknesses. Carlos bragged that he was the fastest runner in the school, but he had to eat humble pie when he came in last at the time trials..

Give the devil his due This proverb means that even if you dont like someone, you can still give that person credit for his or her good points. Everyone agrees that the new math teacher assigns a lot of homework. But you have to give the devil his dueall of us have learned a lot of math!

Nose out of joint Someones nose is out of joint (that is, not in its normal position) if he or she is annoyed. Ian and Chang Ho were playing backgammon. Hold on, you cant take all of those pieces, said Chung Ho irritably. Dont get your nose out of joint, Ian said. Im just separating the red pieces from the black pieces.

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Appendix E, page 5

On tenterhooks People use this idiom to mean nervously waiting for something to happen. Elizabeth waited for the cast list to be posted. As the minutes passed, she grew more and more anxious. At last Mrs. Marks came out of the office and taped it to the door. Thank goodness, I got the part! cried Elizabeth. I was on tenterhooks all morning.

Tempest in the teapot A tempest is a very large storm, and a teapot is quite small. We use this expression when a large commotion is made over something pretty little. Being Rapunzel for Halloween was my idea. Mandy stole my idea, and Im never going to speak to her again, Janice shouted. Dont make a tempest in a teapot, said Janices sister. A costume isnt worth losing your best friend over.

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Appendix E, page 6

Tenderfoot A tenderfoot is a person who doesnt have very much experience at something. After Pete and Joe had pitched their tent, Pete began to hoist the food bag into a tree. What are you doing that for? asked Joe. So the raccoons and bears dont get your breakfast, tenderfoot, replied Pete, laughing.

Wolf in sheeps clothing This phrase describes someone who appears to be harmless or friendly but who is really dangerous or untrustworthy. It comes from a fable by Aesop. I cant believe Ron took my idea for his history report. He said he was just interested in hearing about what I was working on. What a wolf in sheeps clothing!

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Appendix F Lesson One Test II

Name _______________________ Sayings and Phrases Test

1. 2. _____ ALLS WELL THAT ENDS WELL

A.
_____ EAT HUMBLE PIE

A. The desire for money can create a greed, which can motivate people to do evil things they would typically not do. B. You can never be sure of the outcome of something until the very end. C. People tend to avoid risk if they have been hurt in that situation before. D. By doing something right the first time you save yourself more time in the long run.

3.

_____ GIVE THE DEVIL HIS DUE

4.

_____ WOLF IN SHEEPS CLOTHING

5.

_____ MONEY IS THE ROOT OF ALLEVIL _____ ITS NEVER OVER TILL ITS OVER

E. There is a right time to do something, it is important to do what is necessary when the time is right. F. Members of the group must work for the good of each individual member, and each individual must work for the good of the group as a whole. G. A person is forced to admit their mistakes and weaknesses to others. H. Even if you dont like someone you give that person credit for his or her strong points. I. When a person is nervously waiting for something to happen. Making a very large fuss over something very little.

6.

7.

_____ NOSE OUT OF JOINT

8.

_____ ON TENTERHOOKS

9.

_____ A STITCH IN TIME SAVES NINE

10. _____ STRIKE WHILE THE IRON IS HOT

J.
11. _____ TEMPEST IN A TEAPOT

K. A person who does not have very much experience

12. _____ TENDERFOOT

L.

If something finally succeeds, then the difficulties along the way can be forgotten.

13. _____ ALL FOR ONE AND ONE FOR ALL

M. He or she is annoyed. N. Someone who appears harmless but is actually quite dangerous.

14. _____ ONCE BITTEN, TWICE SHY

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Appendix F, page 2 Lesson One Test II KEY

Name _______________________ Sayings and Phrases Test KEY 13. __l__ ALLS WELL THAT ENDS WELL 14. __G__ EAT HUMBLE PIE

15. __H__ GIVE THE DEVIL HIS DUE

16. __N__ WOLF IN SHEEPS CLOTHING

17. __A__ MONEY IS THE ROOT OF ALL-EVIL

18. __B__ ITS NEVER OVER TILL ITS OVER

19. __M__ NOSE OUT OF JOINT

20. __I__ ON TENTERHOOKS

21. __D__ A STITCH IN TIME SAVES NINE 22. __E__ STRIKE WHILE THE IRON IS HOT

23. __J__ TEMPEST IN A TEAPOT

24. __K__ TENDERFOOT

25. _F___ ALL FOR ONE AND ONE FOR ALL

26. __C__ ONCE BITTEN, TWICE SHY

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Appendix G Lesson Two Sample Rubric

Name:______________________

Date:____________________

Project Title:__________________________________________

Process
1. Has clear vision of final product 2. Properly organized to complete project 3. Managed time wisely 4. Acquired needed knowledge base 5. Communicated efforts with teacher

Product (Project)
1. Format 2. Mechanics of speaking/writing 3. Organization and structure 4. Creativity 5. Demonstrates knowledge 6. Other:

Below Average 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 Below Average 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3

Satisfactory 4, 5, 6 4, 5, 6 4, 5, 6 4, 5, 6 4, 5, 6 Satisfactory 4, 5, 6 4, 5, 6 4, 5, 6 4, 5, 6 4, 5, 6 4, 5, 6

Excellent 7, 8, 9 7, 8, 9 7, 8, 9 7, 8, 9 7, 8, 9 Excellent 7, 8, 9 7, 8, 9 7, 8, 9 7, 8, 9 7, 8, 9, 10 7, 8, 9

Figurative Language to Literal Language

Total Score:___________________________

Teacher Comments:

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Appendix H Lesson Three Sample Rubric Name:______________________________ Teacher:__________________________ Date submitted:_______________________ Title of work:___________________________

Criteria 4 Body Language Eye Contact Introduction and Closure

Movements seemed fluid and helped the audience visualize Holds attention of entire audience with the use of direct eye contact Student delivers open and closing remarks that capture the attention of the audience and set the mood Good use of drama and student meets apportioned time interval Student displays relaxed, selfconfident nature about self, with no mistakes Use of fluid speech and inflection, maintains the interest of the audience

Points 2 1
No movement or descriptive gestures No eye contact with audience

3
Made movements or gestures that enhanced articulation Consistent use of direct eye contact with audience Student displays clear introductory remarks or closing remarks

Very little movement or descriptive gestures Displayed minimal eye contact with audience Student clearly uses either an introductory or closing remark, but not both

____

____

Student does not display clear introductory or closing remarks

____

Pacing

Poise

Voice

Delivery is patterned, but does not meet apportioned time interval Makes minor mistakes, but quickly recovers from them; displays little or no tension Satisfactory use of inflection, but does not consistently use fluid speech

Delivery is in bursts and does not meet apportioned time interval Displays mild tension; has trouble recovering from mistakes Displays some level of inflection throughout delivery

Delivery is either too quick or too slow to meet apportioned time interval Tension and nervousness is obvious; has trouble recovering from mistakes Consistently uses a monotone voice

____

____

____

TOTAL

Teacher Comments:

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Appendix H, page 2 Lesson Three Sample Rubric Name:______________________________ Teacher:__________________________ Date submitted:_______________________ Title of work:___________________________

Criteria 1 Organization
Audience cannot understand presentation because there is no sequence of information Student does not have grasp of information; student cannot answer questions about subject Student used no visuals

Points 3 4
Student presents information in logical, interesting sequence which audience can follow Student demonstrates full knowledge (more than required) with explanations and elaboration Student used visuals to reinforce screen text and presentation Presentation has no misspellings or grammatical errors

2
Audience had difficulty following presentation because student jumps around Student is uncomfortable with information and is able to answer only rudimentary questions Student occasionally used visuals that rarely support text and presentation Presentation had three misspellings and/or grammatical errors Student incorrectly pronounces terms, audience members have difficulty hearing presentation

Student presents information in logical sequence which audience can follow Student is at ease with content, but fails to elaborate

Content Knowledge

Visuals

Visuals related to text and presentation Presentation has no more than two misspellings and/or grammatical errors Students voice is clear, student pronounces most words correctly

Mechanics

Delivery

Students presentation had four or more spelling errors and/or grammatical errors Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear

Student used a clear voice and correct, precise pronunciation of terms

TOTAL
Teacher Comments:

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Appendix I Lesson Four Sample Rubric Name:______________________________ Date submitted:_______________________ Teacher:__________________________ Title of work:___________________________

Criteria 1 Organization
Sequence of information is difficult to follow

Points 3 4
Information is logical, interesting sequence which reader can follow Student demonstrates full knowledge (more than required)

2
Reader has difficulty following work because student jumps around Student is uncomfortable with content and is able to demonstrate basic concepts Presentation had three misspellings and/or grammatical errors Work has three or four areas that are sloppy Work does not have the appropriate number of required references

Sayings and PhrasesContent Knowledge Grammar and Spelling

Student does not have grasp of information; student cannot answer questions about subject Work has four or more spelling errors and/or grammatical errors Work is illegible

Student presents information in logical sequence which reader can follow Student is at ease with content, but fails to elaborate

Neatness References

Work displays no references

Presentation has no more than two misspellings and/or grammatical errors Work has one or two areas that are sloppy Reference section was completed incorrectly

Presentation has no misspellings or grammatical errors

Work is neatly done Work displays the correct number of references, written correctly

TOTAL

Teacher Comments:

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Appe ndix J Lesson Five (Test III)

The best-laid plans of mice and men of oft awry

A poet named Robert Burns wrote this line in a poem titled To a Mouse. Awry means turned or twisted to one side. The speaker in the poem ruins the mouses nest while plowing a field. He explains to the creature that even when you put a great deal of careful planning and effort into something (like building a nest), you may not end up with the result you want. Hundreds of men planned and built the Tower of Pisa, but it ended up leaning anyway. The best-laid plans of mice and men go oft awry.

Dont look a gift horse in the mouth

This saying means that you shouldnt fault something that is given to you, or criticize the giver. It comes from the practice of checking a horses teeth and gums before buying it to see how healthy it is. Alec, I cant believe youre giving me you old bike! Thanks! Stacie said as she jumped on and began to play with the gears. Say, do all the gears work? Dont you know better than to look a gift horse in the mouth, Stacie? said Alec, disappointed. The bike may be old, but itll get you where you want to go.

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Appendix J, page 2 Lesson Five

A fool and his money are soon parted

This saying means that a person who is foolish with his money wont hold on to it for very long. People usually say it as a warning. The first time Noah got paid for mowing a neighbors yard, he wanted to rush out and but somethinganything! But he remembered his big brother saying that a fool and his money are soon parted, and he decided to save his money for something worthwhile.

Good fences make good neighbors

This saying suggests that by clearly marking the boundaries between yourself and other people you can stay on better terms with them. It comes from a poem by Robert Frost. Marcus borrows so many books from me that I cant find my own books when I need them, moaned Philip. You know, said his father, good fences make good neighbors. Why dont you tell Marcus he can borrow one book at a time? Then youll know what he has, and you wont feel so angry with him.

Necessity is the mother of invention

People often come up with new ideas, new ways of doing things, or new things because they need to solve a problem. Rosie, you should see Teds new bed. Its up on a platform, said Raymond. And he even built a desk underneath! What a good idea, replied Rosie. The last time I saw Ted he was complaining about how small his room is. I guess necessity is the mother of invention.

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Appendix J, page 3 Lesson Five

Nothing will come of nothing/ Nothing comes of nothing

The saying tells us that without effort, you cant accomplish anything. The band needs a new saxophone player, but Ill never be chosen, said Lauren. I think you should try, Midori replied. Nothing comes of nothing. But if you audition you might get in.

Procrastination is the thief of time

Procrastination means putting things off. If you put off doing something, then you may not have enough time left to do it once you finally get started. Thus, procrastination steals you time. I thought you came up here to study for your spelling test, said Marias brother, and here you are cleaning your room. I cant study in a dirty room, Maria protested. If you keep cleaning you wont have any time left for to study: procrastination is the thief of time, you know.

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Appendix J, page 4 Lesson Five

The proof of the pudding is in the eating

This saying means that you cannot judge something until you try it. Zack told me the new space adventure movie is great, said Lydia. Well, I usually dont like the same movies he does, Seth answered. But the proof of the pudding is in the eating. Lets go see it tonight.

Rome wasnt built in a day

Do you remember the story of ancient Rome? It took many people many decades to build that imperial city. People use this expression to mean that it takes a long time to achieve great things. They often use it to counsel patience. Anna looked up from the rows of seeds she was planting. Oh, the garden will never be finished! Cheer up, her uncle said. After all, Rome wasnt built in a day. By August youll have the best beans, tomatoes, and squash youve ever tasted!

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Appendix J, page 5 Lesson Five

Theres more that one way to skin a cat

There are many ways to accomplish something or take care of a difficult situation. If one way doesnt work, you can always try another. What am I going to do? said Kristen with a sigh. I need to learn these verbs for the Spanish test tomorrow, but Ive been reading the list over and over and I still cant remember them. Theres more that one way to skin a cat, replied her sister. Lets make up sentences for each verb. Maybe that will help.

Truth is stranger than fiction

Things that happen in real life can be more unusual or surprising that things that people make up in stories. When I read that the same couple had been married three times, once in an airplane, once in a hot-air balloon, and once in an elevator, I decided that truth really is stranger than fiction!

Pot calling the kettle black

Since most pots and kettle were once made of the same black metal, this phrase is used when you criticize someone for having a fault that you yourself possess. Matt and Gina were eating potato salad at a family picnic. Youre really wolfing it down! said Matt. Listen to the pot calling the kettle black! said Gino. Youve eaten twice as much as I have.

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Appendix J, page 6 Lesson Five

R.I.P.
This abbreviation for Rest in Peace is commonly used on gravestones. As she walked through the colonial cemetery, Nora saw many stones ornately carved with the letters R.I.P.

Rule of thumb
In contrast to an official rule or an exact measurement a rule of thumb is general principle or a rough estimate that has been shown by experience to work. Im going to get some potato chips. Want some? Dorothy asked her brother. Nope, my rule of thumb while Im training for the race is Dont eat anything you enjoy too much, said Andrew.

Touch
Fencers use this word from the French language when they hit their opponents, so we say touch when we accomplish something difficult or make a clever counter-response in an argument.

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Appendix K Lesson Five, Test III Test 3

A. You shouldnt fault something that is given to, or criticize the giver. B. People who are foolish with their money dont hold on to it for very long. C.
2. ____ DONT LOOK A GIFT HORSE IN THE MOUTH.

Name _______________________ Sayings and Phrases Test 2 1. ____ THE BEST-LAID PLANS OF MICE AND MEN OFT GO AWRY

There is more than one way to take care of difficult situations. By clearly making boundaries between yourself and others you are more likely to have good relationships. Real life situations can be stranger than anything a person can think up. People often come up new inventions when they are necessary to complete a task or solve a problem.

D.
3. ____ A FOOL AND HIS MONEY ARE SOON PARTED

E.
4. ____ GOOD FENCES MAKE GOOD NEIGHBORS ____ NECESSITY IS THE MOTHER OF INVENTION

F.

5.

6.

____ NOTHING WILL COME OF NOTHING

G. If you put things off, you may not have enough time left to complete what you wanted to do. H. A general principle or a rough estimate that is shown in most circumstances to work. It takes a long time to complete great things. Without effort, you cant accomplish anything. You cant judge something until you try it. Rest In Peace When you criticize someone for having the same faults as you do. A clever comeback in an argument.

7.

____ POT CALLING THE KETTLE BLACK

8.

____ PROCRASTINATION IS THE THIEF OF TIME ____ THE PROOF OF THE PUDDING IS IN THE EATING

I.

9.

J.

K.
10. ____ RIP

L.
11. ____ ROME WASNT BUILT IN A DAY

M.
12. ____ RULE OF THUMB

N.
13. ____ THERES MORE THAN ONE WAY TO SKIN A CAT 14. ____ TOUCHE 15. ____ TRUTH IS STRANGER THAN FICTION

O. Even when you put a great deal of effort

and planning into something you may not always end up with the result you want.

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Appendix K, page 2 Lesson Five Test III KEY

Name _______________________ Sayings and Phrases Test 2 KEY 1. __O__ THE BEST-LAID PLANS OF MICE AND MEN OFT GO AWRY __A__ DONT LOOK A GIFT HORSE IN THE MOUTH. __B__ A FOOL AND HIS MONEY ARE SOON PARTED

2.

3.

4.

__D__ GOOD FENCES MAKE GOOD NEIGHBORS __F__ NECESSITY IS THE MOTHER OF INVENTION

5.

6.

_J___ NOTHING WILL COME OF NOTHING

7.

__M__ POT CALLING THE KETTLE BLACK

8.

_G___ PROCRASTINATION IS THE THIEF OF TIME __K__ THE PROOF OF THE PUDDING IS IN THE EATING

9.

10. __L__ RIP 11. __I__ ROME WASNT BUILT IN A DAY

12. __H__ RULE OF THUMB

16. __C__ THERES MORE THAN ONE WAY TO SKIN A CAT 17. __N__ TOUCHE

18. __E__ TRUTH IS STRANGER THAN FICTION

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Appendix L, page 1 Lesson Six Test Yourself

The following examples are taken from Test Your Cultural Literacy by Diane Zahler and Kathy Zahler.

When you claim that the road to hell is paved with good intention, what do you mean? (Sixth Grade) 19. Good intentions do not guarantee a good deed. 20. Good men as well as bad go to hell. 21. Sin can mask itself as good. 22. The devil tempts us to forget our good intentions. a) In 1150 Bernard of Clairvaux claimed that Hell is full of good intention or desires, meaning that a persons deeds do not necessarily reflect his or her intentions. The idea of the road to hell being paved with good intentions wasnt used until Samuel Johnson spoke of it in 1775.

When you are advised not to look a gift horse in the mouth, you (Sixth Grade) a. take what is offered with gratitude and without question b. try to brighten a gloomy situation c. acknowledge the positive features of someone you dislike d. leave troublesome issues undisturbed A) A horses age can be determined by looking at its teeth. Literally, Dont look a gift horse in the mouth means Refrain from insulting the giver by checking the horses age. In general, the saying means that any gift or offering should be accepted without question.

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Appendix L, page 2 Lesson Six Following are other examples from Test Your Cultural Literacy. These items include phrases from the fourth grade or fifth grade list. This is to reinforce how important (and relevant) it is to know the meanings of these expressions.

If you bury the hatchet, you: (CK Fourth Grade) a. ignore an insult b. spend too much money c. hide the evidence of a crime d. make peace

When someone works or plays too hard, you say he or she: (CK Fourth Grade) a. makes hay while the sun shines b. takes the bitter with the sweet c. burns the candle at both ends d. cant make a silk purse from a sows ear

To warn someone of the foolishness of relying on future gains, you might say, (CK Fourth Grade) a. Dont count your chickens before they are hatched. b. Slow and steady wins the race. c. Prepare today for the wants of tomorrow. d. Beware lest you lose the substance by grasping at the shadow.

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Appendix L, page 3 Lesson Six

A man with a chip on his shoulder is: (CK Fifth Grade) a. confused about a situation b. suffering from a crippling disease c. entirely with hope d. angry for no apparent reason and ready to fight

To express optimism in times of disaster, you might say, (CK Fifth Grade) b. Every cloud has a silver lining. c. He who hesitates is lost. d. Still waters run deep. e. A rolling stone gathers no moss.

To steal (peoples) thunder is to: (CK Fifth Grade) a. poke fun mercilessly and make them look bad b. cajole them out of a very bad mood c. avoid them at all costs d. use their ideas without giving them credit

Sixth Grade, Little Strokes Fell Great Oaks

2002 Colorado Unit Writing Project

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