• 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.

1. Is this sentence literal or figurative? I ate a piece of cake at the party. (literal: it means exactly what it says / figurative: it means something different) → literal: it means exactly what it saysPrompt: Picture exactly what the words say. Could it really happen?
2. Which kind of text is this? Writing set out in lines, often with rhythm and sometimes rhyme. (poem / instructions / news report / biography) → poemPrompt: Is it true (non-fiction) or made up (fiction)?
3. Read the sentence. The new rule was a bitter pill to swallow. What does "a bitter pill to swallow" mean? (something tasty / an easy rule / some medicine / something hard to accept) → something hard to acceptPrompt: The words do not mean exactly what they say.

• 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.

• 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.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Use the sentence to work out the meaning. The coach was a mentor to the young players. What is a "mentor"? (a strict judge / a fan / a wise and trusted adviser / a new player) → a wise and trusted adviserPrompt: Many English words and phrases come from Greek and Roman myths.
2. Read the question. Which word comes from Echo, a nymph in a Greek myth who could only repeat other people's words? (atlas / titanic / echo / odyssey) → echoPrompt: Say the name and each word aloud. Which sounds alike?

• 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.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Read the question. Which word comes from Vulcan, the Roman god of fire and metalwork? (cereal / volcano / mentor / panic) → volcanoPrompt: Say the name and each word aloud. Which sounds alike?
2. Use the sentence to work out the meaning. Starting that argument was like opening Pandora's box. What does that mean? (It was very easy. / It was a secret gift. / It caused lots of unexpected problems. / It was a lovely surprise.) → It caused lots of unexpected problems.Prompt: Many English words and phrases come from Greek and Roman myths.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-4.