Day 1

Standards:

CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal
from nonliteral language.

Objective:
TTW introduce the class to figurative language. TCW learn about the difference between
literal and nonliteral language.

Materials:

YouTube video for beginning of class: https://www.youtube.com/watch?v=17eY2MoS-

bc
Smartboard to show the video
Literal and nonliteral language chart
Books of students' choice from class library

Activities:
https://www.youtube.com/watch?v=17eY2MoS-bc
TTW use the link to the YouTube video above at the beginning of class to get students
interested in the idea of learning about figurative language.
After video emphasize how often figurative language is used in their everyday lives and
the purpose of it. "Figurative language is a fun and interesting way language is used in books,
songs and movies BUT it's also commonly used by us every day."
TTW make connections to everyday phrases in order for students to understand how
often figurative language is used. "What do you think of when I say 'let's hit the road'?" (choose a
student to answer with something like "leaving to go somewhere") "Did anyone think I meant to
physically hit and punch the road?" Have a short discussion as to how we know that's not what I
meant. "No, because it's a nonliteral or figurative phrase that's used often enough that we know
what it means."
This week, we will be focusing on Figurative Language, which is when words DO NOT
mean exactly what they say."
TTW explain to them that there are tons of common phrases that would be really silly if
we thought about them literally. TTW then show the chart at the front of the room and share the
examples (do not share the bottom portion yet). TTW also explain the difference between
figurative and literal language using the chart.
TSW get to try out the strategy that the teacher just taught them. TTW ask them if they
can tell the difference between figurative language and literal language. TTW read the first
example from the bottom portion of the chart and TCW call out if the phrase is used figuratively
or literally and we will discuss how they know (the answer will be covered with a small section
of sticky note until it has been labeled by the class as figurative or literal). TTW and TCW repeat
this process with the rest of the sentences.
TSW now go into Independent Reading time. "Now that Ive introduced Figurative
Language your job is to notice Figurative Language while reading one of the books in your
browsing boxes." TTW explain that they will not always find Figurative Language in every
book, but that "really great authors use it a lot to make their writing more interesting." TTW
remind the class that it's important to stay on task. "Keep in mind that I will randomly choose a
few students to share what they find so be sure to stay on task and read your book." TSW use
sticky notes given to them by the teacher to mark examples they find in the book.
TTW then circulate the room asking students for examples of figurative language they've
found so far. This is also a good time to help students who struggle with reading and students
who seemed to have trouble understanding the concept of nonliteral language in the beginning of
the class. For students struggling with figurative language, TTW have a book of her own ready to
help students identify examples.
After the reading activity, TTW ask the class what figurative language is. TCW then get
with their class partner and share how many examples they found, if there was any they had
trouble understanding and which was their favorite.
After the partners share their findings, TTW cold call a few students to share with the
class one of the examples from their books.
TTW remind the students that figurative language is the topic of the week and to be
listening for examples outside of the class to share tomorrow.
As an exit ticket, TSW write two examples of nonliteral language from their books and
explain what they really mean.

Day 2
Standards;

CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal
from nonliteral language.
Materials:

"A Figure of Speech" worksheet https://www.education.com/download/lesson-

plan/figure-of-speech-bubble-cartoons/attachments/idioms-figure-of-speech.pdf
List of idioms sheet with meanings
Printer paper for students to draw their speech bubble cartoon

Objective:
TTW introduce idioms and explain how it is only one type of figure of speech.

Activities:
TCW review over what figurative language is. "Can someone remind me what figurative
language is?"
TTW ask students if they listened for any figurative language yesterday outside of class
and ask them to share what they heard. Listen closely for idioms you can allude to later.

TTW introduce the topic of the day: idioms. "One of the most commonly used types of
figurative language is Idiom."

TTW give an example of an idiom and explain that it is a phrase that is not to be taken
seriously but instead means something completely different than what it says. Give an example
such as "Dont cry over spilt milk means don't whine over something that has already happened
and you can't change." Include examples of idioms from students' answers from the beginning of
class. Write them on the board.

TTW ask students if they have heard of any other idioms and call on students who raise
their hands. Be prepared to explain to students who give a wrong answer, why their example isn't
an idiom.
TTW write the idioms on the board to create a list.

TTW explain to the class the plan for the day. "Sometimes idioms can be tricky to
understand so today we are going to make drawings with speech bubbles that describe some of
the phrases that we learn today."

TTW distribute the A Figure of Speech worksheet and a sheet that is a list of idioms and
their meanings.

TTW ask a volunteer to read "a piece of cake" and its definition off of the list of idioms
sheet. Direct students to look at the first item on their "A Figure of Speech" worksheet referring
to "a piece of cake."
 TCW read that sentence together. I knew every answer on the math test. It was a piece
of cake. TSW write their answer in their own words what they think that idiom means in this
context. "The math test was easy."

TTW call on a student that raises their hand the tell the class what they wrote for number
one.

TTW direct students to complete the worksheet, thinking about what each highlighted
idiom means and to write at least one sentence describing what it means in the lines below the
item.
TTW ask if there are any questions. If needed, complete the next item on the board as a
whole group.
TTW rotate around the room as students complete the worksheet checking for confusion.
After all of your students are finished with the worksheet, have them circle the one they
liked the most.
TTW display the example of a cartoon and point out the speech bubbles. Describe them
as a kind of text box for a characters words.
TTW draw an example on the board. For example, draw two stick figures under an
umbrella with rain pelting down. Add a speech bubble above them with the words Its
raining cats and dogs.
Tell students that they may choose an idiom from their list or use one from the worksheet
for their figure of speech bubble cartoon.
TTW distribute paper and ask if there are any questions on the figure of speech bubble
cartoons.
Assure students that the drawings can be very simple, like stick figures, but that it must
relate to the idiom.
Rotate around the room to assist as needed.
Differentiation
Enrichment: Challenge students to make up new idioms. Alternatively, students can
create an entire comic strip using only idioms for the speech bubbles.
Support: Pair students for guided and independent practice to assist struggling writers.
Encourage student to choose an idiom from the worksheet for independent practice to
help narrow down what is needed for the picture, or have them copy the teacher example
from the board.
Have students share their drawings to their normal group and discuss which idioms from
the lesson today was their favorite.
 TTW take up the students' drawings as a form of assessment and later put them on the
wall of the classroom.

Day 3
Standards:

CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal
from nonliteral language.

Objectives:
TCW look at Idioms used to poetry.

Materials:

Idioms poem
Idioms worksheet https://www.superteacherworksheets.com/idioms/idioms2_IDIOM.pdf
"Homework! Oh Homework!" poem

Activities:
TCW pick up the Idioms worksheet on their way in the classroom and complete it as a
Bell Ringer.

TTW ask the class what an idiom is and have them give a few examples that are not on
the worksheet they just worked.
TCW be called on to give their answers for the worksheet they did.
TTW introduce todays topic. "Today, class we will be looking at Idioms in poetry. Can
someone tell me what a poem is?"

TTW distribute the Idioms poem. "We're going to go around the room and read a line,
now since idioms are silly let's all try to read with a silly voice. But remember don't get too loud
and make sure your classmates can understand you."

TCW take turns reading a line in the poem and highlights any phrases they don't
understand.
Once the class is done reading the poem, TTW ask students to raise their if they didn't
understand a phase. The student called on will tell the class what phase they didn't understand
and a student who did understand that phase will raise their hand, be called on and then explain
the meaning to the confused student. If their explanation was wrong another student may explain.
If no student knows the meaning TTW help guide the students to the correct meaning. This
process will go on until all of the phrases students are confused about have been covered.

TTW remind students that Idioms are only one time of figurative language and that there
are many other different kinds of figurative language.
TTW distribute the "Homework! Oh Homework!" poem.
TTW ask for volunteers to read the poem out loud.

Once finished, TTW ask students for the idiom(s) in the poem. TTW then asks students
to find rhymes in the poem.

TTW finish up the lesson and tell students to try to use idioms outside of class for
practice.

Day 4
Standards:

CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal
from nonliteral language.
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.

Objectives:

TCW use their prior knowledge of literal and nonliteral language to understand phrases in
the provided excerpt (3.4). TCW also answer questions to show understanding of the text, while
explicitly referring to the text (3.1).

Materials:
"Through the Looking-Glass Chapter 2: The Garden of Live Flowers" excerpt/worksheet
"Through the Looking-Glass: Do You Understand?" worksheet
"Vocabulary in Through the Looking-Glass" worksheet
"Through the Looking-Glass: Find the Supporting Evidence" worksheet
"Through the Looking-Glass: What Would You Ask?" worksheet
"Through the Looking-Glass Word Search" worksheet
 Pencils and Highlights
http://www.k12reader.com/worksheet/classic-literature-through-the-looking-glass/view/

Review:

TTW ask students questions about the previous topic 'figurative language' as it's used in
today's reading. "Can someone remind me what figurative language is?" "Great, now can I get an
example?" (DOK 1)
TTW pass out the Through the Looking-Glass packet. "Has anyone ever heard of Alice in
Wonderland?" "Can someone tell me what they think a Looking-Glass is?" (call on student that
raises their hand)
TTW tell the students the goal for the day. "Today we will be reading Chapter 2 from
Through the Looking-Glass and looking at the figurative language in it. You will be working in
pairs for a few activities today so I'm going to need you all on your best behaviors and remember
inside voices."

Activities:
TTW read "Chapter 2: The Garden of Live Flowers" while occasionally calling on
students to read. (20 minutes) While the teacher is reading the students will highlight words or
phrases they don't know or understand in the context.
TTW ask students to summarize (DOK1) the passage to check for comprehension.
TTW and TSW answer the Short Answer section on the "Through the Looking-Glass: Do
You Understand?" worksheet. (DOK 1) (about 6 minutes)
TSW answer the Order of Events section on the "Through the Looking-Glass: Do You
Understand?" Worksheet. (DOK 1) (about 5 minutes) While this is happening TTW walk around
the class to see if any student is struggling.
TCW complete the "Vocabulary in Through the Looking-Glass" worksheet in groups
with the other students at their table. (DOK 2) During this time, TTW walk around the room to
make sure each student is participating in the group work and determine if any student is
struggling with the vocab or figurative language used in the reading excerpt. (10 minutes)
(assessment)
TCW fill out the "Through the Looking-Glass: Find the Supporting Evidence" worksheet
in their groups. (DOK 2) (6 minutes) TTW continue to walk around the room looking for
struggling students. (assessment)
 TTW then ask students if they had any struggles or questions about the activities.
TSW then independently do the "Through the Looking-Glass: What Would You Ask?"
worksheet as a creative writing assignment. (DOK 2) (10 minutes) As students start to finish this
they may do the "Through the Looking-Glass Word Search" sheet as they wait for their other
class mates to finish up.
TTW take up the students' activity packets as a way to formally assess the students'
success.
If there is time remaining in class after the writing assignment, TTW ask the students
questions about today's lesson. "What did you like about the story?" "What is your favorite
figurative phrase used in the reading?" "Which flower was your favorite/least favorite? Why?"
(will do a mix of cold call and whoever raises their hand) (last question leads into next class
topic "character traits") (assessment)

Assessment:
Informal Assessment throughout the class while students are working independently and
collaboratively on the worksheets.
Formal Assessment:
o looking through the class' packets to see if they understood the vocabulary and
figurative language used in the reading
o looking through the class' packets to see if the students pulled evidence from the
reading to complete their concept web
o read students' writing assignment to look for grammatical errors or spelling issues
o look at highlighted words in the reading to see what words or phrases certain
students dont understand

Day 5
Standards:

CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal
from nonliteral language.

Objectives:
 TSW work in groups to distinguish examples of literal and nonliteral language from each
other.

Activities:
TCW be put in groups of 2 to 3 for the class. Each group will be given phrases and they
must cut, sort and glue them into their respective groups on a board.

TTW check their sorting before the group can glue their phrases on the board. This will
serve as an assessment and will give the teacher a good idea of whether or not the students can
distinguish literal and nonliteral language from each other.

The finished boards will go on the wall around the classroom so the class will have
examples around them for the remainder of the year.
 Materials for the week:
Day 1 material:
 Day 2 Materials:

https://www.education.com/download/lesson-plan/figure-of-speech-bubble-
cartoons/attachments/idioms-figure-of-speech.pdf (couldn't get it to save as anything other than
pdf)

List of Idioms and Their Meanings

Play it by ear

You might also say, lets see how things go.

Meaning: Playing something by ear means that rather than sticking to a defined plan,
you will see how things go and decide on a course of action as you go along.

Example: What time shall we go shopping? Lets see how the weather looks and play
it by ear.

Raining cats and dogs

For this kind of weather, you could also say it was bucketing it down.

Meaning: We Brits are known for our obsession with the weather, so we couldnt omit a
rain-related idiom from this list. Its raining cats and dogs when its raining particularly
heavily.

Example: Listen to that rain! Its raining cats and dogs!

Cant do something to save my life

Meaning: Cant do something to save your life is a hyperbolic way of saying that
youre completely inept at something. Its typically used in a self-deprecating manner or
to indicate reluctance to carry out a task requested of one.

Example: Dont pick me I cant draw to save my life.

Turn a blind eye

Meaning: To turn a blind eye to something means to pretend not to have noticed it.

Example: She took one of the cookies, but I turned a blind eye.
 Fat chance

Meaning: We use the expression fat chance to refer to something that is incredibly
unlikely. Bizarrely, and contrary to what one might expect, the related expression slim
chance means the same thing.

Example: We might win the Lottery. Fat chance.

Pot calling the kettle black

Meaning: We use this expression to refer to someone who criticizes someone else, for
something they themselves are guilty of.

Example: Youre greedy. Pot calling the kettle black?

Once in a blue moon

*English has lots of moon-related idioms, including to be over the moon (to be
delighted) and to ask for the moon (make excessive and impossible demands).

Meaning: The phrase refers to something that happens very infrequently.

Example: I only see him once in a blue moon.

Head in the clouds

Meaning: Used to describe someone who is not being realistic, the expression head in
the clouds suggests that the person isnt grounded in reality and is prone to flights of
fancy. The opposite expression would be something like down to earth, meaning
someone who is practical and realistic.

Example: Hes not right for this role, he has his head in the clouds.

Mad as a hatter

Meaning: Mad as a hatter refers to someone who is completely crazy. A similar

expression is mad as a March hare.

Example: You could ask him, but hes mad as a hatter.

 Driving me up the wall

Meaning: This expression is used when something (or someone) is causing extreme
exasperation and annoyance. A similar expression meaning the same thing is driving me
round the bend.

Example: That constant drilling noise is driving me up the wall.

Call it a day

Meaning: This means to stop doing something for the day, for example work, either
temporarily or to give it up completely.

Example: I cant concentrate lets call it a day.

Bite off more than you can chew

Meaning: If you bite off more than you can chew, you have taken on a project or task
that is beyond what you are capable of.

Example: I bit off more than I could chew by taking on that extra class.

Day 3 Materials:
https://www.superteacherworksheets.com/idioms/idioms2_IDIOM.pdf (again couldnt save as
anything other than pdf)
Day 4 Materials:

http://www.k12reader.com/worksheet/classic-literature-through-the-looking-glass/view/