Cristina Sandza-Donovan, Barbieri School, Framingham, MA
Marleny Perdomo, Key Elementary School, Arlington, VA


Program Background Unit Plan Lesson Plan Teaching the Lesson Supplementary Materials
Grade: Fifth
Content Area: Language Arts
Time Frame of Unit: Three 1-hour lessons
Language(s) of Lessons: Spanish
Unit Theme: Literal language versus figurative language


Standards to Be Addressed

Framingham Public School (FPS) Language Arts Curriculum:


Guiding Questions


Big Ideas


Background/Prior Knowledge to be Activated in the Unit



Content Area Skills and Concepts

Language Skills


Teaching/Learning Activities

Day 1: The teacher introduces the concept of a proverb by reading a fable that ends with a proverb and having the children infer the meaning of the proverb from the text. Students then work in small groups to read additional fables and to extract the meaning of the proverb that ends each fable.


Day 2: Students work in small groups. The teacher provides each group with a proverb they donít know and asks each group to predict the figurative meaning of that proverb. The teacher then provides a short story with the proverb embedded in it and asks the students to read the story and revise their prediction as needed. Teachers then provide the figurative meaning of the proverb so that students can confirm their prediction. Students work in their groups to create posters that convey pictures with the literal meaning of their proverb and to restate the figurative meaning in their own words. Finally, each group shares their poster and presents the literal and figurative meaning of it.


Day 3: Students continue to work with their selected proverb in their small groups. Each group writes a skit that shows the appropriate usage of the proverb and acts out the skit for the class. As a culminating activity, students work on a matching activity developed by the teacher in which they are required to match each proverb that was presented by the groups to a situation where the use of that proverb would be appropriate.




Websites on proverbs in English and Spanish:



Day 1: Read response journals in which students reflect on the meaning of the proverb as inferred from the fable.

Day 2: Assess studentsí presentations in terms of how well they convey both the figurative and literal meanings of their proverbs.


Day 3: Observe students perform matching task, which provides an overall assessment of comprehension of all proverbs studied and presented by all groups.