NEVADASTATECOLLEGE

WORDSTUDY
Description of Classroom: Most of the students in this third grade classroom are Hispanic and the majority of them are girls. Background: The students have been previously exposed to word studies. Content Objective(s): The students will learn about idioms, specifically the differences between figurative and literal language. Language Objective(s): The students will make a small idiom poster for a phrase from the book Amelia Bedelia and the Cat. Nevada Standards: 3.RL.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Key Vocabulary: Idioms groups of words that have special meanings Figurative language a form of speech or writing that conveys a special meaning Metaphors a figure of speech used to suggest a resemblance Similes a figure of speech used to suggest a resemblance using the words like or as Best Practices: (put an X next to those that you address in your lesson) Preparation Scaffolding Adaptation of content Modeling Links to background Guided practice Links to past learning Independent practice Strategies incorporated Verbal scaffolds Procedural scaffolds Integration of Processes Application Listening Hands-on Speaking Authentic (Meaningful) Reading Linked to objectives Writing Promotes engagement

Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies: Students will listen to me read from the book while they listen for idioms. Students will make an idiom poster

Warm Up Activity: I will activate prior knowledge by asking if they know what figurative and literal language means. Lesson Sequence: 1. Introduce idioms: 1-2 minutes - Ask if they know about figurative or literal language - Explain that idioms are phrases that are used to convey a special meaning - Ask if theyve heard any idioms spoken about in their homes or in school 2. Read a passage from the book: 3-4 minutes - Tell students to pay attention to Amelia Bedelias misunderstandings and what she thinks they are 3. Share my example: 1 minute - Explain to the students what they are going to be doing - Bring out my prepared example and share with the group 4. Students make their posters: 8-10 minutes - I will give each student a blank piece of paper - I will show them a list of idioms or they can brainstorm their own - Each student will have to draw the literal and figurative meanings of the idiom they have chosen 5. Students share their posters: 3-4 minutes - Students will take turns explaining their idiom in both the literal and figurative meanings Accommodations: I will give more detailed explanations if a student does not understand what an idiom is. I will provide my own examples for extra help Supplementary Materials: Book, Amelia Bedelia Bakes Off by Herman Parish My example Blank sheets of paper List of idioms Review/Assessment: The students will share their idiom poster with the rest of the group and explain their idiom, both the literal and figurative meanings Reflection:

Form: 005 JDC 4/22/08