English lesson plan · 4th grade (Year 5 in England) · 60 minutes
Words from myths (a Herculean task, an Achilles' heel)
Vocabulary
CCSS RL.4.4CCSS L.4.5England: Y5/6 Vocabulary (etymology)England: Y3/4 Reading (myths and legends)
Objective and success criteria
Students will: Words from myths (a Herculean task, an Achilles' heel).
- 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: Literal or figurative? Phrases that don't mean what they say; What kind of text is it? Fable, myth, biography, instructions…
Leads to: the next skill in this area.
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 · 6 min
- Quick retrieval from earlier learning (Literal or figurative? Phrases that don't mean what they say; What kind of text is it? Fable, myth, biography, instructions…). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Is this sentence literal or figurative? Break a leg in the show tonight! (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?
- Which kind of text is this? An old story that explains something in nature, often with gods or heroes. (fable / recipe / news report / myth) → mythPrompt: Is it true (non-fiction) or made up (fiction)?
- Read the sentence. It costs an arm and a leg to fix the car. What does "an arm and a leg" mean? (a small amount / a long time / a lot of money / a doctor's visit) → a lot of moneyPrompt: The words do not mean exactly what they say.
Hook · 6 min
- Show an interesting word in a sentence and ask what it might mean from the clues around it.
- Share the objective: Words from myths (a Herculean task, an Achilles' heel). Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Use the sentence to work out the meaning. Everything the new shop owner tries is a success; she has the Midas touch. What does "the Midas touch" mean?
- Step 1: Words from myths keep a link to the story they came from.
- Step 2: So the answer is: the ability to make things successful
- Answer: the ability to make things successful
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Use the sentence to work out the meaning. The new sports hall was titanic. What does "titanic" mean? (enormous / made of glass / tiny / very old) → enormousPrompt: Many English words and phrases come from Greek and Roman myths.
- Read the question. Which word comes from Ceres, the Roman goddess of grain and farming? (volcano / cereal / atlas / echo) → cerealPrompt: Say the name and each word aloud. Which sounds alike?
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Use the sentence to work out the meaning. Their trip across the country by bike was a real odyssey. What does "odyssey" mean? (a long journey full of adventures / a race / a short walk / a holiday at home) → a long journey full of adventuresPrompt: Many English words and phrases come from Greek and Roman myths.
- Read the question. Which day of the week is named after Thor, the Norse god of thunder? (Tuesday / Friday / Saturday / Thursday) → ThursdayPrompt: Say the name and each word aloud. Which sounds alike?
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: Literal or figurative? Phrases that don't mean what they say.
- 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
- 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-4.
Free lesson plan from eurekami.com/lesson-plan-builder