English lesson plan · 3rd grade (Year 4 in England) · 45 minutes
Literal or figurative? Phrases that don't mean what they say
Vocabulary
CCSS L.3.5.ACCSS RL.3.4England: Y3/4 Reading (figurative language)England: Y4 Vocabulary (idioms)
Objective and success criteria
Students will: Literal or figurative? Phrases that don't mean what they say.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: One word, two meanings (bat, duck, ring); Shades of meaning
Leads to: Words from myths (a Herculean task, an Achilles' heel); Same word, different job: noun, verb, adjective or adverb?
Materials: Word cards, A thesaurus or dictionary, A short text with the target words, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (One word, two meanings (bat, duck, ring); Shades of meaning). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What does the word mean in THIS sentence? The bat flew out of the dark cave. (an animal with wings / a stick to hit a ball) → an animal with wingsPrompt: Read the whole sentence, not just the word.
- Which word is the STRONGEST? tiny, small, microscopic (tiny / small / microscopic) → microscopicPrompt: These words mean nearly the same thing but some are stronger.
- Which sentence uses the word with this meaning: fly (move in the air)? (Shoo, fly! / Kites fly on windy days.) → Kites fly on windy days.Prompt: Read both sentences carefully.
Hook · 5 min
- Show an interesting word in a sentence and ask what it might mean from the clues around it.
- Share the objective: Literal or figurative? Phrases that don't mean what they say. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Is this sentence literal or figurative? I ate a piece of cake at the party.
- Step 1: Literal language means exactly what it says. Figurative language uses words in a different way to make a point.
- Step 2: So the answer is: literal: it means exactly what it says
- Answer: literal: it means exactly what it says
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Is this sentence literal or figurative? I'm so hungry I could eat a horse. (literal: it means exactly what it says / figurative: it means something different) → figurative: it means something differentPrompt: Picture exactly what the words say. Could it really happen?
- Read the sentence. After the long hike, I was dead on my feet. What does "dead on my feet" mean? (very hungry / very fast / asleep in bed / extremely tired) → extremely tiredPrompt: The words do not mean exactly what they say.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Read the sentence. It costs an arm and a leg to fix the car. What does "an arm and a leg" mean? (a doctor's visit / a long time / a lot of money / a small amount) → a lot of moneyPrompt: The words do not mean exactly what they say.
- Is this sentence literal or figurative? Hold your horses, we're not ready yet! (literal: it means exactly what it says / figurative: it means something different) → figurative: it means something differentPrompt: Picture exactly what the words say. Could it really happen?
Watch out for
- Picking a "bigger" synonym that doesn't fit the meaning.
- Ignoring the clues in the rest of the sentence.
Support and stretch
Support
- Review first: One word, two meanings (bat, duck, ring).
- Use concrete materials: word cards.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Words from myths (a Herculean task, an Achilles' heel); Same word, different job: noun, verb, adjective or adverb?.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-3.
Free lesson plan from eurekami.com/lesson-plan-builder