October 25, 2015
Title: Amelia Bedelia
Author: Peggy Parish
Author: Peggy Parish
Subject: Language Arts
Grade
Level: 3rd
State
Standard(s): {
Lesson
Goals:
Students will identify examples of non-literal language within the story, Amelia Bedelia, and distinguish the meanings of literal and non-literal words and phrases in context.
Students will interpret the meanings of commonly-used idioms by creating a personal graphic organizer.
Students will write a letter to the main character of Amelia Bedelia explaining the meanings of the non-literal language in the story that will be assessed using a rubric.
Students will identify examples of non-literal language within the story, Amelia Bedelia, and distinguish the meanings of literal and non-literal words and phrases in context.
Students will interpret the meanings of commonly-used idioms by creating a personal graphic organizer.
Students will write a letter to the main character of Amelia Bedelia explaining the meanings of the non-literal language in the story that will be assessed using a rubric.
Instructional
Methods (5 minutes)
Anticipatory Set- Introduce book
- Have students sit on the carpet in a group.
- Tell students that the book is especially funny in some parts.
- Ask students to raise their hands or give a thumbs up when they hear the funny parts of the story.
- Read book (or play the video below and read it to students as it plays--mute the volume)
- As students raise their hands give thumbs up, ask students what they thought was so funny, and keep reading.
- (The funny parts of the story are examples of non-literal language; i.e. “change the towels”, “measure a cup of rice”, etc.).
Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
1.2 Provide alternatives for auditory
information
1.3 Provide alternatives for visual information A video of the book will be played from the computer onto a projector so students can see a larger version of the book and hear a louder voice. |
4.1 Provide varied ways to respond
Students may raise their hands or give a "thumbs up" to respond to the text. |
7.3 Reduce threats and distractions
Students respond to the text non-verbally, which eliminates distractions. |
Introduce
and Model New Knowledge (15 minutes)
- Continue reading book
- Pause at pg. 24 (before she “draw[s] the drapes”) and tell students that the funny parts of the story are called “non-literal language”.
- Pull out the anchor chart about literal and non-literal language.
- Ask students, “What you think ‘literal language’ means?” (actual meaning)
- Ask students, “Based on what ‘literal language’ means, what do you think ‘non-literal language’ means?” (not actual meaning)
- Tell students that a form of non-literal language is called an "idiom". Tell students that an "idiom" is a phrase that doesn't mean what it literally says. Write this definition on the chart as well.
- Ask students, “What are some examples of non-literal language, or "idioms" in Amelia Bedelia?
- Write down the examples of non-literal language in the “Text Says” section of the anchor chart, vertically.
- Continue reading the rest of Amelia Bedelia and add the rest of the non-literal language to the anchor chart.
Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
2.1 Define vocabulary and symbols
The definitions for "literal language", "non-literal language", and "idioms" are defined. |
6.3 Facilitate managing information
and resources
The teacher will facilitate organizing the information from the text using the T-chart. The students will practice creating their own t-charts, facilitated by the teacher and the model. |
8.3 Foster collaboration and communication
Students will communicate their ideas of what literal and non-literal language are to the teacher. |
Guided Practice (20-25 minutes)
- Place students into groups of 3-4, depending on how many students are in the class.
- Give each group a piece of lined paper, a clipboard, a pencil, and a copy of the book. (If no physical book copies are available, use the paper print-out copies or let students use laptops or iPads to look up the book on Youtube.
- Assign each group one of the examples of non-literal language from the anchor chart. (There are a total of 7 phrases, but you will model the first example. There should be around 6 groups of students) Tell the students to designate a writer for the group.
- Direct students to the anchor chart. Point to the “Literally it means” heading and model how to write the literal meaning of the text. Say the following:
- “The text says, ‘Change the towels’. What is the literal meaning of this phrase?” (Or you can say, “What does Amelia think this means?”
- “The phrase, ‘Change the towels’ literally means to “make the towels different” or “cut the towels to change them’.”
- Write the literal meaning under the “Literally it means” heading.
- Direct students to the “Non-literally it means” heading on the anchor chart. Say the following:
- “Is this what Mrs. Rogers really meant? What did she mean, non-literally?”
- “Non-literally, the phrase ‘Change the towels’ means to ‘take down the dirty towels and put clean towels up’”.
- Write the non-literal meaning under the “Non-literally it means” heading.
- Tell students that it is now their responsibility to interpret the literal and non-literal meanings of the phrases from the text. Ask students to make a t-chart with 3 sections on their own paper as a group and discuss the possible literal and non-literal meanings of the text. Tell students to use context clues within the text to figure out the meanings. Students may use a physical copy of the book or use the online video of the book.
- Give students 5 minutes to discuss within their groups.
- Then, ask each group to share the literal and non-literal meanings of the text. Guide students to the correct meaning if they are way off-base and point out context clues to help them understand certain vocabulary words. (i.e. “dress” a chicken, “draw” the drapes, “trim” the fat) Some students may never have heard of these terms before, but let them try to figure it out on their own. They may surprise you!
- Fill in the rest of the anchor chart as each group shares.
- On a separate piece of chart paper, draw the following idioms:
- Tell students that we use idioms all the time but may not realize it. On a separate piece of chart paper, draw the following idioms:
- "It's raining cats and dogs" (a cloud with dogs and cats falling out of it)
- "It's a piece of cake" (a piece of cake)
- "It costs an arm and a leg" (an arm and a leg with $ signs)
- Ask students to try and guess what the idioms are. Some may have never heard of these idioms before, so it's okay to give them hints if they need them.
- Ask students if they know of any idioms they might have heard used in every-day life.
- Add these idioms to the T-chart on the previous page (text, literal meaning, non-literal meaning). You may ask some students to volunteer to write on the T-chart.
- Keep the T-chart visible for students during the independent practice.
Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
3.1 Provide or activate background
knowledge
Students will gives examples of idioms they hear in every day life. |
4.2 Provide varied ways to interact with
materials
Students get to choose the form of the book to use as a resource. (hard copy, printed copy, Youtube video) |
8.3 Foster collaboration and communication
Students collaborate in groups to interpret the meanings of non-literal language and idioms. 7.2 Enhance relevance, value, and authenticity Students learn idioms from other classmates that they hear in every day life. |
Independent Practice (15 minutes)
- Give each student a piece of white construction paper.
- Tell students to fold their papers in half, "hamburger-style". (Have class do this all together so you know they folded it correctly)
- Tell students to choose an idiom from the chart, the set of flashcards, or one they have heard used before. (Lakeshore Learning Idiom Flashcards)
- Write the following example of the paper on a whiteboard or chart paper.
- On the top half of their paper, students will write a sentence using the idiom.
- "Yesterday I missed school because I felt under the weather."
- On the bottom half of their paper, students will write what the sentence actually means.
- "If you feel under the weather, it means you feel sick."
- Then students will turn their paper over. On the top half they will illustrate using crayons or colored pencils what the sentence literally says.
- A picture of someone underneath a raining cloud or a tornado.
- On the bottom half they will illustrate what the sentence actually means.
- A picture of someone in bed with a thermometer or hot water bottle.
- After explaining the activity, send students to their desks to work on the activity independently.
- Walk around the room checking on students' progress and monitoring their work.
- Refer students back to the examples on the T-chart and white board.
Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
2.5 Illustrate key concepts non-linguistically
Students will illustrate the literal and non-literal meanings of phrases and idioms without words. |
4.2 Provide varied ways to interact with
materials
Students not only use words to convey the idioms' meanings, but use drawn illustrations to enhance comprehension. |
7.1 Increase individual choice and
autonomy
Students get to choose which non-literal language text to interpret. |
Wrap-up (15 minutes)
- After each student is finished with their sentences and drawings, call each student one at a time to come to the front of the class.
- Students will use the Elmo to show the class their paper.
- The student will show the class their top illustration and the class will try to guess what the idiom is based on the illustration.
- Students will assess their classmates' work informally and will decide if their illustrations match up with their idioms.
Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
1.1 Customize the display of information
The brightness of the Elmo will be adjusted so students can see the illustrations clearly. The lights in the classroom may be dimmed as well. 1.3 Provide alternatives for visual information Students will use the Elmo to show their illustrations on the projector screen. |
4.3 Integrate assistive technologies
Students will use the Elmo to show their illustrations to the class so all classmates can see the illustrations clearly. |
9.3 Develop self-assessment and
reflection
As students evaluate each other's illustrations and interpretations, the student presenting will be self-reflecting on his or her work. |
Assessment (15 minutes)
Formative (Informal - written) - Students will write a letter to Amelia Bedelia explaining why she misunderstood Mrs. Rogers' requests. Students will write this letter in their writing journals. Students must use at least 3 examples from the text of non-literal language and tell Amelia Bedelia the true meanings. Students may draw Amelia pictures to help her understand the actual meanings of the requests.
- The basic parts of a letter will be written on the board or chart paper:
- Date
- Salutation/Greeting
- Introductory sentence
- Body
- 3 examples from text and explanations
- Closing salutation and name
- Before students start writing their letters, ask students, "What is your goal in writing this letter?" (to explain to Amelia Bedelia how she misunderstood the non-literal language Mrs. Rogers used)
- The letter will be assessed using a rubric, included below.
Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
3.4 Support memory and transfer
Students apply their knowledge and understanding about non-literal language by remembering the phrases and transferring them through sharing their knowledge to someone else. |
6.2 Support planning and strategy
development
The teacher will support students planning of the letter structure by writing the different parts of a letter on the board or chart paper. |
8.1 Heighten salience of goals and
objectives
The teacher will ask students if they understand the goal of writing the letter. |
Materials
- Amelia Bedelia text by Peggy Parish
- Computer with Internet access
- Projector
- Elmo
- Chart paper
- Markers
- Lined paper
- Clipboards (about 7 or 8; one for each group)
- Pencils
- Colored pencils
- White construction paper
- Idiom flashcards
- Whiteboard
- Student laptops or iPads
- Writing journals
- Rubric
UDL Principle Checklist
|
Brain
Network
|
UDL
Principle
|
||||||||||||||||||||||||||||||||||||||||||||||||
|
Recognition Networks
“What”
  |
I. Multiple Means of Representation ensures that the Recognition
networks of students are supported
Specific UDL Accommodations
(1.1 – 3.4)
|
||||||||||||||||||||||||||||||||||||||||||||||||
|
Strategic
Networks
“How”
 |
II. Multiple Means of
Action and Expression ensures that the Strategic networks of students are
supported
Specific UDL Accommodations
(4.1 – 6.4)
|
||||||||||||||||||||||||||||||||||||||||||||||||
|
Affective Networks
“Why”
 |
III. Multiple
Means of Engagement ensures that the Affective networks of students are
supported
Specific UDL Accommodations
(7.1 – 9.3)
|
||||||||||||||||||||||||||||||||||||||||||||||||
