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Topic: ELA - Figurative Language

Level: 3rd/4th Grade - Self Contained
Estimated Time: 30 Minutes
Classroom Context: The class is a 3rd- 4th grade 10:1:1 Self-Contained classroom. There are 10
boys in the classroom. There are five students in 3rd grade and five students in 4th grade. One
student in the classroom receives the additional support of a 1:1 aide during the school day.
Common Core Learning Standards:
L.3.5-Language: Vocabulary Acquisition and Use- Demonstrate understanding of figurative
language, word relationships and nuances in word meanings.

Distinguish the literal and nonliteral meanings of words and phrases in context.

SL.3.3- Speaking & Listening: Comprehension and Collaboration- Ask and answer questions
about information from a speaker, offering appropriate elaboration and detail.
General Objective: Students will develop a better understanding of figurative language by
examining idioms in a group reading for More Parts by: Ted Arnold.
Essential Question: What is figurative language? What are Idioms?
Behavioral Objective: The students, after being read the story More Parts by: Ted Arnold, will
be able to identify the literal meaning of a word and/or phrase in context.
Procedure:
1. The teacher candidate will introduce the lesson by telling the students a story utilizing the
phrase, I have butterflies in my stomach. The teacher candidate will place butterfly stickers on
her shirt and refer to the stickers as a visual support while telling students the story.
2. The teacher candidate will present the students with the following questions:

Who has heard of the phrase Butterflies in my Stomach?

Do you think I really have butterflies in my stomach?
What could I possibly mean when I say I have butterflies in my stomach?

3. The teacher candidate will explain to the class that today we are going to be talking about
something called Figurative Language. Theteachercandidatewillexplaintotheclassthat
sometimeswritersusefigurativelanguagetomaketheirworkmoreinterestingforreaders.
4. The teacher candidate will explain to the class that there are different ways to use figurative
language, and today we are going to be talking about one known as an Idiom.

5. The teacher candidate will utilize an anchor chart to provide students with a definition of the
term Idiom, as well as several examples. This visual reference will provide students with a tool
to use when answering questions, expanding ideas, and contributing to classroom discussions.
6. The teacher candidate will choose one Idiom (phrase) on the anchor chart and read it aloud to
the students in the classroom. The teacher candidate will model identifying the correct meaning.

The meaning is ____________.

This is how I can use it in a sentence: ___________________.

7. The teacher candidate will conduct a read aloud of the story More Parts. By: Ted Arnold. The
teacher candidate will encourage students to follow along during the reading.
8. The teacher candidate will stop periodically during the read aloud to ask students specific
questions about information being presented in the text. This will allow the teacher candidate to
informally assess student understanding.
What does the phrase Ill bet that broke your heart really mean? (Page 3)
What does the phrase Please give him a hand really mean? (Page 6)
What does the phrase Its sure to crack you up really mean? (Page 10)
What does the phrase Hold your tongue really mean? (Page 17)
9. The teacher candidate will utilize the smart board to complete a student centered activity on
identifying the literal meanings of words and phrases. The students will be given the opportunity
to participate in this interactive activity utilizing the Smart Board. The activity will include:

Stand on the Ready Feet & Get Ready!

Read the Idiom (phrase) to the class.
Drag and/or match the correct literal meaning to the phrase stated above.

10. The teacher candidate will distribute an Idiom Worksheet to each student.
11. The teacher candidate will instruct students to write their name on top of the worksheet. The
teacher will explain the directions to the class and encourage them to try their best!
12. The teacher candidate will circulate around the room and give assistance as needed. In
addition, the classroom aides will be required to prompt struggling students to complete the task.
13. The students will be required to complete and submit the Idiom Worksheet. Following the
assessment, the students will be required to self-evaluate their individual understanding of the
topic, as they will be instructed to circle one of the three thumbs.

Thumbs Up: I understand

Thumbs to the Side: I need more help.

Thumbs Down: I dont understand.

14. The teacher candidate will close the lesson by asking a few students to respond to the
following question- What is an Idiom? The students will be required to provide a verbal
response, demonstrating a clear understanding of the lesson and/or objectives.
15. At the end of the lesson, the teacher candidate will evaluate the students behavior and decide
whether they should be awarded with the desired reinforcer placed within the mystery envelope.
Assessment Plan: The students will be informally assessed throughout the lesson by answering
questions about information being presented by the teacher candidate. The students will be
formally assessed on the completion of their Idiom Worksheet. The students will be required to
perform a specific set of skills (meaning, interpretation, and application), as they will need to
identify the meaning of the given Idiom, draw a picture, and create a sentence using the phrase.
Modifications/Adaptations:
When completing tasks, be sensitive to students individual needs. Provide extra
individual time if needed. Tasks may need to be simplified, and repeated. Visual supports
will be constant throughout the lesson. Students respond well to positive praise, which
will be used frequently to keep students motivated and engaged. Some students require
specific instruction and may need to be redirected throughout the lesson.

The teacher candidate will differentiate instruction by creating two versions of the Idiom
Worksheet to formally assess student understanding. The worksheets will be colored,
each consisting of a different phrase that will be of equal challenge to all learners in the
classroom. This will allow the teacher candidate to successfully meet the needs of both
higher and lower level thinking students in the classroom.

The classroom aides will be responsible for completing a data report, which will require
them to identify the prompt levels required for each student to complete the task.
*(See Attachment) *

The teacher candidate will implement a frog themed behavior modification chart to
provide students with a set of five classroom expectations to follow during the lesson.
The teacher candidate will display the chart on the board, labeled as Pond Rules. The
teacher candidate will spell out the word F-R-O-G-S with an accompanying acronym.
The teacher candidate will choose a desired reinforcer to be placed inside a mystery
envelope attached on the chart, specifically in the frogs hand. The reinforcer will stay a
secret to motivate students to work cooperatively during the lesson. If needed, the teacher
candidate will remind students that they are working to earn opening the mystery
envelope at the close of the lesson. If the students are successful in following all five

classroom expectations during the lesson, the teacher candidate will allow students to
earn the reinforcer placed within the envelope (Choice Time Computers).
F-ollow directions and procedures the first time. We listen!
R-aise your hand to speak. We take turns!
O-utward thinking. Show respect for yourself, others, and our room. We care!
G-ive it all youve got. We do our best!
S-tay on task and do your job. We think about our work and keep at it!
Materials: The book More Parts by: Ted Arnold, Butterfly Stickers, Anchor Chart, Behavior
Chart, Smart board, Teacher Created Worksheets, & Pencils.
Anchor Chart & Behavior Chart:

Daily Progress Data Sheet:

Assessment:

Blue Worksheet: Idiom- Driving me up the wall.

Yellow Worksheet: Idiom-Sick as a dog.
White Worksheet: Idiom- Were all in the same boat.