Reading Between the Lines: Making Inferences About Idioms

Subject: Language Arts
Grades: 4-6

Overview
Idiomatic expressions are a great way to give students practice with inference skills. In this lesson plan, students practice using prior knowledge and textual information in order to infer (or guess) the meaning of idiomatic expressions.

Objectives
Students will:
· Learn the definition of “idiom”
· Identify idioms in passages
· Infer the meaning of unknown idioms through prior knowledge and textual information
· Write sentences that provide textual clues to the meaning of unknown idioms

IRA/NCTE Standards for the English Language Arts
Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Standard 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Materials Needed
· WordTeasers: Idioms

Getting Started
Write the following sentence on the chalkboard:

The cowboy rode into the sunset.

Call upon a volunteer to read the sentence aloud. Then ask: “What do you think the cowboy was riding?” (A horse.) Why is that a good guess? (Because cowboys usually ride horses.) Could the cowboy be riding a motorcycle into the sunset? (Maybe. But cowboys generally ride horses.)

Next, ask: “What direction was the cowboy riding?” (West) How do you know? (He was riding into the sunset and the sun sets in the West.)

Finally, ask: About what time of day was it? (Late afternoon; early evening.) How do you know? (The cowboy was riding into the sunset.)

Tell students that in answering these questions they used information they already knew about cowboys and about where the sun rises and sets. They were able to make a good guess or infer the answers to the questions based on this prior knowledge.

Development
Write the following idiomatic expression on the chalkboard.

Alex does not mince words.

Ask the class if they know what it means to “not mince words.” Allow time for students to tell what they know about the idiomatic expression.

Next, write these two sentences on the chalkboard.

Alex always says exactly what is on his mind. He does not mince words.

Again, ask students what they think it means to “not mince words.” (To say exactly what you think, even if it upsets other people.) Did the first sentence in this passage help students understand the meaning of “not mince words”? Why or why not?

Tell students that the phrase “not mince words” is an idiomatic expression. An idiom is a phrase that means something other than what the individual words might suggest. When students come across an unknown idiomatic expression, they can often guess (or infer) the meaning from the rest of the passage. Distribute the activity sheet to the class. Give students time to complete the worksheet. Then discuss each passage with students? How were students able to infer their answers?

Activity Worksheet
Directions: When you read a story, you often find clues that make it possible for you to make a good guess about words or phrases or facts that are not stated in the story. This is called making an inference. Read each passage below. From what the passage says, determine the meaning of the idiomatic expression in bold. Check the correct answer.

1. Whenever anything goes wrong, Ted gets very upset, while his friend Esai rolls with the punches.

What can you infer about Esai from this sentence?
_____ (a) Esai gets into a lot of fights.
­­­­­­­­­­ _____ (b) Esai is ten years old.
_____ (c) Esai usually takes things as they come.

2. Cassie can’t keep a secret. Whenever there is a surprise birthday party for someone, she always seems to spill the beans.

What can you infer about Cassie from this passage?
_____ (a) Cassie is clumsy and if always knock over the cake.
_____ (b) Cassie’s friends are planning a birthday party for her.
_____ (c) Cassie often tells or reveals secrets.

3. Eric is really two-faced. He says nice things about you when you’re together but always disses you when you’re not around.

What can you infer about Eric?
_____ (a) No one likes Eric.
_____ (b) Eric is phony.
_____ (c) Eric is clumsy.

4. Whenever it’s time for recess, Juan always jumps the gun. He runs to the door before the bell rings.

What can you infer about Juan?
_____ (a) He often does things before he should.
_____ (b) He jumps up and down when it’s time for recess.
_____ (c) He doesn’t like school.

5. Brittany is feeling down in the dumps. She got to school late. She got a bad grade on a math test, and her best friend is mad at her.

What can you infer about Brittany today?
_____ (a) She watches a lot of television.
_____ (b) She doesn’t like math.
_____ (c) She is sad and unhappy.

Extension: Distribute WordTeasers: Idioms cards to students. Challenge them to write a statement using an idiom. Then have them write one or two other sentences that provide context clues to the definition of their idiomatic expression. For example:

Statement 1. Gary wants to bury the hatchet.
Supporting Statements: Gary was mad at Nicole, but since she apologized he is ready to bury the hatchet.

Have students read their first statement out loud. Does the class know the meaning of the idiom in the statement? Now have them read their second passage. Can students infer the meaning of the idiom now?

Next Week: Vocabulary Skills for High School Students with WordTeasers: College Prep

Source: WordTeasers: Idioms — an educational game designed to get kids talking, laughing, thinking, writing…and improving language arts skills. Ages 9+ .

Available at SchooDoodle.com.

WorldTeaser Geography Challenge

Subject: Geography; World Culture
Grade(s): 4-6

Overview
Using the process of elimination and critical thinking skills, students determine the correct answer to questions about geography and world culture and then demonstrate their understanding of the process of elimination strategy by creating their own WorldTeaser Challenge questions.

Objectives
Students will:
· Understand the meaning of process of elimination
· Learn how the process of elimination can help in answering multiple choice test questions.
· Locate countries on a world map and identify their world region or continent.
· Develop questions that demonstrate an understanding of the process of elimination

National Geography Standards
Standard 4: The physical and human characteristics of places.

IRA/NCTE Standards for the English Language Arts
Standard 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Materials Needed
· World map
· WorldTeaser: World Culture and Geography game

Getting Started
Write the following WorldTeaser Challenge on the chalkboard:
The name of this country in Asia means “land of the pure.” Is it:
(a) Peru
(b) Pakistan
(c) Pachyderm
Ask for students to vote by a show of hands whether they think the answer is (a), (b), or (c). Tell students that the answer is (b) Pakistan. Then ask students: “If you didn’t know that the answer was (b) Pakistan, is there a way you might have been able to guess at the correct answer?” Lead students in a discussion of Process of Elimination. Ask: “What is a pachyderm?” (An elephant.) Since pachyderm is not the name of a country, we can eliminate it as a possible answer. Then ask: Is there any other clue to the correct answer in the question? Say: “The question tells us that the country with the name “land of the pure” is on the continent of Asia. On what continent is Peru? (South America.) Therefore, we can eliminate Peru as a possible answer.

Development
Next, write the following WorldTeaser Challenge on the chalkboard:
The very first international Starbucks opened in this Asian country in 1996. Is it:
(a) Jordan
(b) Japan
(c) Java
Then ask: Which one of the possible choices can we easily eliminate? Why? (Answer: (c) Java, because it is not the name of a country.) What clue to the correct answer can we find in the Challenge statement? (The answer is the name of a country in Asia.) Then, have students locate Jordan on a world map. Ask: In what world region is the country of Jordan? (Middle East) What does the challenge question tell us. (The correct answer is a country on the continent of Asia.)

Activity
Divide students into small groups. Let each group select a different country of the world to research. Tell students they are going to write a WorldTeaser Challenge question like the two they just read. Tell students to follow these steps.
(1) Find an interesting, unusual, or trivial fact about their country. For example, if their country is Libya, students might write: The flag of this country is one solid color with no writing or decoration on it.
(2) Next, have students revise their statement to include the name of the country’s continent or world region. For example: The flag of this country in Africa is one solid color with no writing or decoration on it.
(3) Now, write three possible answers to the question. Tell students to pick one silly or obviously incorrect answer, such as Limeaid. (Tell students their choice does not have to begin with the same letter of the alphabet as their correct answer.). Then pick one possible answer that is the name of a country which is not in the same continent or world region as their country. (For example, Latvia or Luxembourg.) Finally, tell students to write the correct answer. When completed, their question should follow this format:
The flag of this country in Africa is one solid color with no writing or decoration on it. Is it:
(a) Limeaid
(b) Latvia
(c) Libya
Have each group pose their WorldTeaser Challenge to the rest of the class.

Follow-up
For a more advanced WorldTeaser Challenge game, suggest that students develop clues about their selected country based on the certain physical and human characteristics, such as:
Physical characteristics:
1. The name of a country that the selected country borders.
2. A tangible or intangible characteristic that help distinguish their selected country from other places.
3. The climate, vegetation, or typical animal life found in their country.
Human characteristics:
1. The primary language of their country.
2. The political system of their country.
3. The primary religion of their country.

Next Week: Language Arts Lesson Plan on Idioms

Source: WorldTeasers: World Culture and Geography — An educational game designed to help upper elementary grade students supersize their global knowledge with fascinating, intriguing, and amusing trivia about countries and their culture. Grades 4 +. Available at SchooDoodle.com.

Free Parent Involvement Activity - "Composer/Artist of the Month" - Age 7+

How many pieces did Mozart compose before he died at age 35?
Composer/Artist of the Month -- Choose a composer or artist to focus on during the month and gather information from the library (musical samples of his/her work, books, art magazines, etc.) to explore with your child. find a picture of the artist or composer and post it prominently in your jhome as a way to spark discussion about his/her work.

As you listen to the composer's music, disucss with your child the kinds of emotions it makes you feel and what things it reminds you of (the sounds of a circus, wind in the trees, etc.). If at all possible, attend a concert featuring this composer, or attend an exhibit featuring the artist's work and ask your child for his opinions. What does he think the artist is trying to express with each piece? Does the artwork seem to be telling a story? Consider letting your child create a piece of artwork using the featured artist's typical medium (oil paints, watercolors, clay, etc.).

Exploring the works of various artists and talking about their differeing styles, choice of subjects, etc., can yhelp your child develop an understanding of how art takes many forms and how it changes over time.

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Source: Bright and Beyond, Smart & Simple Thinking Activities to do with your Child, Ages 7 & up. Available at Schoodoodle.com.

Free Parent Involvement Activity - "Watering Jug" - Age 1

Observation & Discovery, Imagination

Using a hammer and nail, punch six small holes in the cap of a half-gallon plastic milk jug. Also make one small hole halfway down the side of the jug under the handle, as an air vent.

Fill the jug halfway with water and screw on the cap. show your child how to tilt the jug and sprinkle the flowers and grass outside. This is also a toy he will enjoy in the bathtub.

CAUTION! Monitor your child closely during this activity. Never leave a child unattended in or near the bathtub.

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Source: Bright and Beyond, Smart & Simple Age 1 Activities to do with your Child, 12-24 months. Available at Schoodoodle.com.

Free Teacher Joke - "Water"

TEACHER: What is the chemical formula for water?

BOBBY: "HIJKLMNO"!!

TEACHER: What are you talking about?

BOBBY: Yesterday you said it's H to O!

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Hope you have a great weekend! I love this time of year because of the beautiful lilac bushes in bloom. Take time to smell the flowers! And...

If you are a mom, have a Happy Mother's Day on Sunday!

An Analogous Relationship: A Vocabulary Lesson Plan

Subject: English
Grades: 7th +

Overview
Help students sharpen their critical and logical thinking skills and improve their vocabulary in preparation for the SAT or ACT test with this lesson plan on analogies.

Objectives
Students will:
· Determine the meanings of new words through the use of analogies
· Create analogies to build their skills for learning new words.

IRA/NCTE Standards for the English Language Arts
Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Standard 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Materials Needed
· WordTeasers: College Prep

Getting Started
Write the following analogy on the chalkboard.

Restaurant: food :: bar : liquor

Tell students that this is a type of a word problem called an analogy. Explain that an analogy is made up of two word pairs. Both pairs of words have the same relationship. Ask students what the “relationship” is between the two pairs of words in the analogy on the chalkboard. (A restaurant is a place where food is served; a bar is a place where liquor is served.)

Development
Tell students that until March 2005, the SAT test included analogies on the Verbal section of the test. Although the new SAT test (first administered in March 2005) eliminated Analogies from the Verbal section of the test (now called the Critical Reading section), analogies are still a great way to help improve vocabulary and critical thinking skills.

Explain to students that there are many different kinds of analogies. Usually analogies are presented in this format:

[word 1] : [word 2] :: [word 3] : [word 4]

Explain that the relationship that exists between the words that are left of the double colon is exactly the same as the relationship that exists between the words to the right of the double colon. The analogy can be read as: Word 1 is related to Word 2 in the same way that Word 3 is related to Word 4.

List the following analogies on the chalkboard. (Don’t write the Relationship.) Help students identify the relationship between the pairs of words. Be sure to tell students that there many other kinds of relationships in analogies, such as part to a whole (e.g, minute : hour; petal : flower), object to its use (e.g., pen : write), type of …(e,g. utensil : fork or tool : shovel) and object to a function (e.g., glasses: read).

Analogy Relationship
off : on :: up : down (Antonym)
top : summit :: wicked : evil (Synonym)
bed : sleep :: school : learn (A place where…)
carelessness : accident :: rain : flood (Cause/Effect)
cold : pneumonia :: hot : scalding (Intensity)
carpenter : saw :: surgeon : scalpel (Job-Related Pairs)

Activity
Write the following six analogies on the chalkboard (or copy and distribute the Worksheet), using words from WordTeasers: College Prep. Tell students to first try to figure out what the relationship is in the pair of words in a given analogy. Then, have students select the best answer to complete the analogy. Finally, have them identify the relationship expressed in each analogy. (Note: You may want to list the relationship choices on the chalkboard or worksheet.)

Analogies Worksheet
Directions: Read the three given words in each analogy below. Determine the relationship of the words in the given pair. Look at the four possible answers. Select the word that completes the analogy. (Hint: The answer should be the same part of speech as the corresponding term in the complete pair.) Finally, write the type of relationship that the analogy presents.

1. __________: abolish :: ruminate : ponder
(a) establish
(b) abrogate
(c) ruin
(d) annulment
Relationship: ­­­­­­­­­­­­­­­­­­­­­­­__________________________________________________

2. kennel : dogs :: __________ : birds
(a) nest
(b) house
(c) fly
(d) aviary
Relationship: ­­­­­­­­­­­­­­­­­­­­­­­__________________________________________________

3. sad : __________ :: snowfall : blizzard
(a) maudlin
(b) happy
(c) drama
(d) cry
Relationship: ­­­­­­­­­­­­­­­­­­­­­­­__________________________________________________

4. dentist : teeth :: __________ : feet
(a) ache
(b) podiatrist
(c) legs
(d) shoes
Relationship: ­­­­­­­­­­­­­­­­­­­­­­­__________________________________________________

5. __________ : success :: laziness : failure
(a) persistent
(b) win
(c) tenacity
(d) tough
Relationship: ­­­­­­­­­­­­­­­­­­­­­­­__________________________________________________

6. generosity : stinginess :: __________ : extraordinary
(a) special
(b) rarity
(c) mundane
(d) exuberant
Relationship: ­­­­­­­­­­­­­­­­­­­­­­­__________________________________________________

Answers:
1. (b) abrogate. Relationship: synonym; 2. (d) aviary. Relationship: a place where…; 3. (a) maudlin. Relationship: intensity; 4. (b) podiatrist. Relationship: job-related pairs; 5. (c) tenacity. Relationship: cause and effect; 6. (c) mundane. Relationship: antonym.

Extension
Challenge students to create their own analogies using WordTeasers vocabulary.

Next Week: Geography Lesson Plan with WorldTeasers

Source: WordTeasers: College Prep— an educational game designed to get students talking, laughing, thinking, writing…and supersizing their vocabulary. Ages 12+ .

Available at SchooDoodle.com.