Lesson One

Students will work in groups to match figurative language phrases with their explanations, distinguishing from the literal and inferential meanings and then organize the data on a graphic organizer. (60 minutes)

§          Literature: There’s a Frog in my Throat, The King Who Rained, The Flamingos are Tickled Pink

§          Supplies:

§          Handouts: Idioms and meanings, figurative language examples

§          Formative Assessment: provided

Lesson Two

Students will use their senses to describe and identify objects for the class group. The class will examine poetry to locate and explain sensory detail phrases and then organize the data on a graphic organizer. Individual students will create “Who Am I?” bags using the five senses to describe an object. (60 minutes)

§         Literature: Spring Rain  by Kristine O’Connell in The Great Frog Race, Will You  by Eve Merriam

§         Supplies:

§         Handouts: What am I card, five senses cluster map, predictions

§         Formative Assessment: provided

Lesson Three

The student will present their “Who Am I?” bags for class identification, orally read Chapter 1 of Go Free or Die and organize data about figurative language and sensory detail phrases on a graphic organizer. The students will discuss and organize data about the time period of the story and today using a compare/contrast chart. (90 minutes)

§         Literature: Go Free or Die by J. Ferris

§         Supplies: pens, pencils, overhead, chalkboard, whiteboard ,What am I sacks from Lesson Two

§         Handouts: Figurative language and sensory detail chart, compare/contrast chart

§         Formative Assessment: provided

Lesson Four

The students will finish presenting their “Who Am I?” bags, read Chapter 2 of Go Free or Die and will add to their  graphic organizer after a class discussion. (90 minutes)

§         Literature: Go Free or Die

§         Supplies: pens, pencils, sentence strips, overhead/blackboard, what am I bags from Lesson Two

§         Handouts: Figurative language and sensory detail chart, labeled comparison chart

§         Formative Assessment: provided

Lesson Five

The students will participate in a class activity in a silent class activity in which they match figurative language with explanations and act out figurative language phrases for class identification. They read Chapter 3 of Go Free or Die with a partner and then with their partner work on what to add to their graphic organizer. (90 minutes)

§         Literature: Go Free or Die

§         Supplies: Objects from what am I sacks, pens, pencils, slips of paper, overhead/chalkboard

§         Handouts: Figurative language and sensory detail chart, labeled comparison chart, idioms and

        meanings

§         Formative Assessment: provided

Lesson Six

The student will explain examples of figurative language found on a website featuring idioms from a poem. They will read Chapter 4 and the Epilogue of Go Free or Die in groups. The groups will decide what to add to the graphic organizers.

§         Literature: Poetry – teacher selected, Go Free or Die by J. Ferris

§         Supplies: pens, pencils, sentence strips, overhead/chalkboard/chart paper, interactive white board

§         Handouts: Figurative language and sensory detail chart, labeled comparison chart

§         Formative Assessment: provided