Words and Phrases in Text

Contributor: Brianna Crockett Sample NearPod Lesson

In this unit, third grade students will learn how to use words and phrases as they are used in a text. The students may find this lesson challenging in determining the difference from literal and non-literal language. The concept may be hard to understand and identify the difference in a story because stories can use different words for meaning. Students will have learning experiences through digital ELA activities/games, a in class play/show, reading of stories/books, grouped anchor charts, and writing our own stories using literal and non-literal language. These activities allow for both technology and nontechnology-based materials. All of these activities will allow students to fully understand the difference between literal and non-literal language. Knowledge of text and this language will let students be able to apply the words and phrases learning in writing and reading text. In writing, it is important to use phrases that will capture the attention of the reader and in using non-literal and literal text the reader will be interested in the text more. People outside of the school setting tend to use non-literal text as well in speaking and so knowing a non-literal expression will allow for the person listening to follow the conversation. Knowledge of text make it easier to distinguish literal from non-literal language in writing, reading, and speaking.

Knowledge of text using words and phrases is a learning expectation covered by Common Core English Language Arts Standards Grade 3, Reading Standard 4:

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

ASSURE Lesson Plan Template

Non-Literal and Literal Words and Phrases in Text

Name: Brianna Crockett Subject Area(s): English Language Arts Duration of Lesson: 3 Days Grade Level: 3rd

(Day 1- Hour, Day 2 - 30 minutes, Day 3 - 45 minutes)

In the third grade virtual class at Ida B. Wells Elementary School, there are seventeen students which include ten boys and seven girls. The students range between African American, Latino, and Caucasian and are between the ages of eight and nine years old. One student is an English Language Learner and he goes to a specialist outside of class time. The remaining students are fluent in the English language. Two students have IEP’s for developmental delay and spend time with a specialist outside of class time. The PreK - 4th Grade school is predominately African American but has a mixed population ranging from Caucasian, Latino, and Native American and live in areas surrounding the school. This will influence my planning and teaching because I will use what they know in the surroundings in my classroom so they can make connections to lessons. The school has free/reduced lunch for students and participates in a program called Advancement Via Individual Determination (AVID) that is a academic program that is designed to help underachieving students and extracurricular afternoon activities for students.

Curriculum Competencies

To complete this lesson, students will need to know basic reading skills and how to identify words and phrases in text.

Technology Competencies

To complete this lesson, students will need to know how to navigate their laptops and how to use nearpod which is what the lesson will be on.

State & NETS*S objectives

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

ISTE Standard

3c. Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions

Behavioral Objective

Given this nearpod lesson students will be able to identify literal and non literal language in texts to be able to show that they understand the meaning of both those words. Students will be able to show this by being interactive with this lesson. During the lesson there are videos that they will need to listen and pay attention to because there are questions they will need to answer. At the end of this lesson their knowledge will be tested with a couple of questions on literal and non literal language. The students will then be put in groups and then they will have to complete a project on either a literal or non literal book which will show if they can point out and understand the meaning of these types of words in text.

Language Objective

Key Language: figurative, literal, text, phrase, reading, literature, simile, metaphor, identify, meaning, author, distinguish

Academic Language Functions

To show understanding, student will need to use four to five vocabulary terms in their literal and non literal projects when presenting. The groups of students will need to identify what each word means so that they use the word correctly therefore demonstrating they understand the word. Throughout the lesson the words will be presented so that they can gain some content knowledge of the word and then they will have a game and test during the lesson that will help them to better understand the words so that they may use them correctly in their presentations.

At the beginning of this lesson the vocabulary words and their definitions will be present and then throughout the lesson the students will see the words being used contentiously. When using the words in their presentations they are

Select instructional methods, media, and materials 1. Handouts of what the student will be doing in their groups (student centered)

2. Crayons, markers, pencils (student centered)

3. Rubric (teacher centered)

4. Notes (teacher centered)

Technological Materials

1.

2.

3.

4.

5.

6. Media Device (laptops) - (student centered)

Computer to show lesson and videos (teacher centered)

Nearpod Code (student centered)

Website: Press4Kids, Inc.(2012). News-O-Matic: Reading for Kids. [iTunes app, Cost: free with in app purchases]. Retrieved on September 6, 2020, from https://apps.apple.com/ us/app/news-o-matic-reading-for-kids/id578023255 (student centered)

Video: English with Wendy. (April 8, 2020). Literal versus Figurative Language. [YouTube Video]. Retrieved from September 6, 2020, from https:// youtu.be/REo6UMFGZbk (student centered)

PowerPoint (student centered)

Utilize media and materials

Preview the Literal vs. Figurative Language Video -- (previewed and approved)

Preview Reading-O-Matic selected text -- (previewed and approved)

Make sure all materials and out and ready

Have nearpod prepared and up and ready to go

Make sure student know the code to get in, code will be written on the board

Check and make sure Wifi connection is working

Make sure all the students have nearpod pulled up on their laptops

Prepare the Classroom

Turn the lights down so that it is easier to see nearpod lesson

Have project paper ready for student

Have crayons, markers, etc available and ready as well

Prepare the Learner

Introduce the lesson, show video about what we are talking about in the lesson

Introduce the vocabulary terms so that they know them when they see them in the lesson, words will remain on the side of the board

Show students how to use sound and how to answer questions

Having everyone log on to Nearpod

After lesson have student log into Reading-O-Matic and read the selected text

After reading teacher will put students into groups for project

Group of students will create and then present their project on their given topic

Require learner participation After the lesson students will be put into 4 groups (3 groups of 5 and 1 group of 4). The teacher will them give each group their topic either literal or non-literal, so two groups will have literal and two groups will have nonliteral. After the groups will decide if they would like to do a power point presentation or a paper presentation. After decided the students will need to begin working and creating how they will present their topic. They need to do a little research on their topic so that they fully understand what they are presenting. They will have one hour to have their presentations finished. They need to work diligently and quietly just talking amongst themselves so that they can getting everything they need that is important into their presentation. If a student in a group does not understand what they are doing, they need to ask a group member to explain it to them first before going to the teacher. If they still do not understand after a peer has explained them the teacher will give examples and refer back to the nearpod presentation that was presented earlier. The next day will be clean-up day. If the students need to add anything or clean anything up on their presentation this would be the time and the have 30 minutes to do that. After those 30 minutes the students will need to submit their presentation to the teacher along with who did what part and all the members of the group. The day after that is presentation day. Each group will have 5 minutes to present their topic. It is a group effort, so the teacher expects each for them to talk. They will get a group grade based off the presentation but also an individual grade based off of what they did and how they spoke. After each presentation the teacher would ask what they student learned and if they liked this project or not and why.

Evaluate and revise

The Formative Assessment used in this lesson is observation of students participating in their groups while researching and and creating their projects. Student will demonstrate their understanding by working together in their groups for their presentation and each group presenting it on the third day of working on this. The formative assessment will be monitored during the lesson by student participation. In nearpod if they are answering the questions and participating in the game it gives them points which will be added at the beginning to give them their point which will then be recorded into the grade book. Nearpod will also let you know if students are not participating or even on the website. The nearpod lesson will help the teacher guide the lesson. The students will also be graded on their presentations as a group and individually. The formative assessment will take place as a group on the third place but during the two days they should be working together, using their resources to find things on their topic. I expect the students to all participate in making the project and work hard to make this presentation good. While presenting I expect all students to talk at least once, on the part of the project that they created thoroughly explaining literal or nonliteral language. At the end the I will ask questions expecting all members of the group to answer and I will give feedback consisting of positive words and constructive criticism. If the majority of students did not understand what they were supposed to do based of their presentation, the lesson projects will be stopped by the teacher and reassessed.

Summative Assessment (Product):

The Summative Assessment will be based off the combination of their interaction during the actual lesson and their completed group project. It will be based off how they present their topic and if by the teacher looking at their project the understood what they learned and what they were supposed to be presenting. The students will receive a grade for how well the worked in their group and the creation of the project. The students work will also be graded individually on how much they contributed to the group. This assessment allows for all students to show what they know because they will all get the chance to talk during their presentation. The students work will document the students abilities to determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language (CCSS.ELA-LITERACY.RL.3.4) and the ability to students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions (ITSE.3c.). If the assessment needs modification the teachers will modify it to the needs of the particular student ie. in another language or a simpler explanation. Students will be able to reflect, and self assess by listening to the verbal feedback and if they want to know more

Vocabulary Terms for literal and on literal in text board.

Completion of

Total 3

The project consists of 5 or more of the listed vocabulary terms from the Presentation

The group completed the presentation with a score of at least an 90%

/6 2

The project consists of 3 of the listed vocabulary terms from the board.

The group completed the Presentation with a score of at least 70%. 1

The project consists of 1 of the listed vocabulary terms from the board.

The group completed the Presentation with a score of a 60%. 0

The project does not list any of the vocabulary terms from the board.

The group did not complete their presentation.

Student Grading Rubric

Student’s Individually Work Effort

Student’s Role in the group presentation

Total 3

The student contributed a significant amount of work within their group.

The student clearly explained/ played a significant role in the presentation.

/6 2

The student contributed a fair amount of work within their group.

The student vaguely explained and spoke during the presentation. 1

The student rarely helped with the work within their group. 0

The student did not contribute any help within their group.

The student said very few words in the group presentation. The student did not play a role in the group’s presentation.

Figurative Language in Movies

Media Share Resources

This is a great resource for teachers to use to help explain the difference between literal and non literal/ figurative language. This a great for students because they really explain the dissimilarities between the two words. This video gives the definition of both literal and figurative language and gives tons of examples to show the differences. This video provided is one of the best on YouTube because it is very well explained and any 3rd grade student would be able to comprehend. This video Literal versus Figurative Language is for specially 3rd graders but it can be used in upper elementary also.This is a great review video to use especially after just learning about these types of languages to help them retain the information.

CCSS. ELA. Grade 3. RS 4.) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

Alexander, Lisa. (November 20, 2013). Figurative Language in Movies. [YouTube Video]. Retrieved from September 6, 2020, from https://www.youtube.com/watch?v=vMSLgxj2dxk

Figurative Language Lite

Figurative Language Lite is a great app for students just beginning to learn all aspects of non-literal language and how it is different from literal language. This app will helps to comprehend and identify non literal language in reading. There is two modes which all for students to either practice or play the game. Practice modes gives students sentences to read and select correct answers. The game mode allow students to play games like bingo that will help them to gain knowledge of the concept. There are levels in this game and every time you pass a level it gets harder and offers a wide selection of vocabulary words. This app is compatible with iphone, ipad, and ipod and requires iOS 9.3 or later. This is a great app to use especially after just learning about these types of languages to help them retain the information.

CCSS. ELA. Grade 3. RS 4.) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

E Skills Learning, LLC. (2017). Figurative Language Lite. [iTunes app, Cost: $3.99]. Retrieved on September 6, 2020, from https://apps.apple.com/us/app/figurat ive-language-lite/id501656964

Figurative and Literal Language Review Game

This http://www.superteachertools.us/jeopardyx/ website titled Figurative and Literal Language Review Game offers a jeopardy review game about figurative and literal language. This is a great game for teachers to use to play in class to review non literal and literal language. Breaking the class into two teams and putting them against each other to see who wins the game makes the game interesting because the students on both teams are going to want to win the game to get the prize at the end. The website compliments the core standard. This is a great review website to use especially after just learning about these types of languages to help them retain the information.

CCSS. ELA. Grade 3. RS 4.) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

N. (n.d.). Figurative and Literal Language Review Game. Retrieved September 07, 2020, from http://www.superteachertools.us/jeopardyx/jeopardy-review-gam e.php?gamefile=447509

Figurative vs. Literal Language Quiz

This https://quizizz.com/admin/quiz/ website titled Figurative vs Literal Language Quiz offers a quiz going over literal and non literal language words and phrases. This is a great quiz for teachers to use to review and assess how much the students learned about this topic. Breaking the class into teams of two or three and putting them against each other to see which teams get the most questions right makes the quiz more interesting because they are going to actually try to win to get the prize at then end. This is a great review website to use especially after just learning about these types of languages to help them retain the information.

CCSS. ELA. Grade 3. RS 4) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

Mirabile, M. (2018). Figurative vs. Literal Language - Quiz. Retrieved September 07, 2020, from https://quizizz.com/admin/quiz/5c7d651625e73f001b75 fb38/figurati ve-vs-literal-language

Literal versus Figurative Language

This is another great resource for teachers to use to go into a deeper meaning of non-literal/figurative language is used. This YouTube video is really great because it shows children figurative language and gives them the chance to try to figure out the figurative language. This video shows figurative language in children’s movies that children in a teachers class may have seen at home. They may not have gotten the reference while watching the movie but as they learn about figurative language in class going back watching this video will help children to understand those parts of the movies. While Figurative Language in Movies is more for third graders learning figurative language it can be used in fourth and

fifth grade classes as well. This is a great review video to use especially after just learning about these types of languages to help them retain the information.

CCSS. ELA. Grade 3. RS 4.) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

English with Wendy. (April 8, 2020). Literal versus Figurative Language. [YouTube Video]. Retrieved from September 6, 2020, from https://youtu.be/REo6UMFGZbk

News-O-Matic: Reading for Kids

News-O-Matic: Reading for Kids is a great app for students learning about literal languages and learning literal words and phrases. The articles can be read aloud or the children can read them on their own. It covers a ranges of subjects an offers different reading levels, By reading this literal language is getting the point across in each article because each of them is based off nonfiction stories. This app will provide not only reading but illustrations and comprehension quizzes that can useful as a homework assignment for a day. This app is compatible with iphone, ipod, and ipad and requires iOS 11.0 and watchOS 3.2 or later. This game was made for ages 9-11 so it maybe a little harder since most 3rd graders are 8 but its a push and will be a challenge for them.This is a great app to use especially after just learning about these types of languages to help them retain the information.

CCSS. ELA. Grade 3. RS 4.) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

Press4Kids, Inc.(2012). News-O-Matic: Reading for Kids. [iTunes app, Cost: free with in app purchases]. Retrieved on September 6, 2020, from https://apps.apple.com/ us/app/news-o-maticreading-for-kids/id578023255