Project+-+Missy

=Overview=


 * Title: Idioms and Similes**
 * Grade Level: 4th**
 * Subject Area: Language Arts**
 * Time Frame: 6 days/Fall trimester**

=Description=


 * Summer:** Complete the first three sections
 * School Year:** Complete the entire proposal

Language from Bloom's Taxonomy for describing student outcomes may be found at: http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm

//A brief snapshot, as if someone asked you to briefly and clearly describe the intent of the lesson or project.// ||  ||   ||< The goal of this unit is to have the kids understand the difference between literal and figurative language by exposing them to a variety of idioms and similes in literature. They will demonstrate their mastery of this concept by drawing and writing the differences in meaning between the similes and idioms. A multimedia presentation will be the final step in their project. || //What will guide student inquiry?// ||  ||   ||< p  How can knowing the differences between literal and figurative language help you understand literature? p What is the importance of knowing and understanding similes and idioms? p How can knowing and understanding idioms and similes help you in everyday conversation? || //Include technology. Use district standards where applicable, targeting performance objectives you will assess.// ||  ||   ||< ** Language Arts ** :S1C4 : PO 3. Determine the difference between figurative language and literal language. PO 4. Identify figurative language, including **similes**, personification, and **idioms**. || ** Technology: ** 3T-F3 PO 1. Use a pre-designed template or stationery to publish a Document (e.g., newsletter, slide show, greeting card, certificate) 4T-F2 PO 1. Plan, design, and present an academic product to classroom or community (e.g., slideshow, progressive story, drawings, story illustrations, video production, digital images) 3T-E3 p PO 1. Design and create a multimedia presentation or Web page using multiple digital sources (e.g., from camera, video, scanner, CD-ROM, Internet) p PO 2. Publish or present the above production p (//See Technology 4T-E2, PO1 or 4T-E3)// ||   || //What will students learn and do?// ||  ||   ||< * Student will learn how to insert pictures, slides and set up a PowerPoint slide show. //Checklist, Presentation, Oral Response, Rubric, Test, Quiz, etc.// ||  ||   ||< There will be a rubric for the PowerPoint that grades them in areas such as: inserting slides and pictures; changing the background, setting up the slideshow and then having the students present their PowerPoint as the final stage in their project. || //(e.g., content, technology, etc.)// ||  ||   || * Students will need to know how to read and comprehend the text; //- Steps in the process// //- Responsibilities// //- Guiding// //- Questions// //- Student products// ||  ||   ||< * Teacher will write a simile and an idiom on the board and then ask students what comes to mind when they read those examples. For example: Break a leg; Hold your horses; and The man was as tall as a giraffe. Have the students discuss in groups whether these things can really happen or could they mean something else. //- Computers - Software - URLs - ameras - Presentation Device - Handouts, Books - Supplies, Other// ||  ||   ||< * PC lab or Mobile lab //- Location - Teacher / Student roles - Group Dynamics - Interactions with experts, other educators, etc., if applicable// ||  ||   ||< * Students will work on their PowerPoint project in the classroom on mobile labs, on PC's in the computer lab, with the teacher, interns and tutors from the local community. //Special Ed, Gifted, ELL// ||  ||   ||< * Give the __Special Education__ students more time to work and their project and allow it to be shorter
 * < **Summary of Unit**
 * < **Essential Questions**
 * < **Academic Standards**
 * < **Student Outcomes**
 * Students will learn and understand the difference between figurative and literal language by demonstrating mastery in a self-created PowerPoint. ||
 * < **Assessment**
 * **Prerequisite Knowledge**
 * Students will need to know the differences between a simile and an idiom; and
 * Students will need to know the basics of a PC and how to open up Microsoft PowerPoint ||
 * < **Procedures for Lesson**
 * Discuss with students the definitions of the two types of figurative language and then have the students write them down in their Language Journals.
 * Over a period of 3-4 days the teacher will read different types of text with idioms and similes to ensure that the students are getting plenty of exposure.
 * The teacher will share how adults use figurative language and that knowing how to understand them will help you comprehend certain kinds of text.
 * Next, give the students idioms and similes and have them draw what it means figuratively and literally. This will show that they are understanding the meaning and can transfer it into everyday situations.
 * After students have had practice with figurative/literal text they will then start setting up a PowerPoint that features figurative language and pictures to show understanding.
 * The teacher will show the students how to set up Microsoft PowerPoint, how to use the tool bar, make changes in the background, etc., and how to insert pictures from Yahoo images.
 * Students will spend time working on their PowerPoint, typing up similes and idioms, using the similes and idioms in a sentence, downloading and inserting pictures from Yahoo, and working on the design as well.
 * Once the teacher and student have edited the PowerPoint using the rubric, the student will then present it to the class. ||
 * < **Tools and Resources**
 * Microsoft PowerPoint
 * Laptop and projector for presentation
 * Yahoo images ||
 * < **Learning Environments**
 * The teacher will model what the PowerPoint is expected to look like, but will allow the students to use their own creativity and be adventurous.
 * The teacher will also be a guide for the students when they get stuck.
 * I team teach so we have 55 students:12 are ELL's; 15 have a learning or behavior IEP's; 8 receive extra reading help with our READ180 program for 60 minutes everyday; 8 are gifted in math and/or reading; 8 are exceptionally bright, but not gifted; and 4 students are too low to qualify for any type of IEP so we try to give them as many opportunites to work in small groups and with our tutors. ||
 * < **Modifications**
 * Pair the lower __ELL__ students with the more proficient ones and give them examples/models to follow
 * For the G__ifted__ students give them an enrichment activity to produce along with the PowerPoint. ||