Proverbs and Idioms PDF

Proverbs and Idioms
Grade Level or Special Area: 3rd Grade

Written by: Anita Gimple, Betsy Smith, and Lisa Hastings, Lincoln Academy Charter School, Arvada,
Colorado
Length of Unit: Sixteen lessons with culminating activity (16 days, one day =30 minutes)
I. ABSTRACT
This unit is an interactive approach to learning about sayings and phrases. It is taught around a
Third Grade Idioms and Proverbs booklet that is made from the appendices. As an added bonus,
if you use Open Court, each lesson uses an Open Court story to help illustrate the saying.
However, all the stories are also referenced in the Bibliography so you can get the books at the
library.
II. OVERVIEW
A. Concept Objectives
1. Students will understand the meaning of the figurative language of the Core
Knowledge sayings and phrases.
2. Students will be able to apply the meanings of the Core Knowledge sayings and
phrases to their writing and conversations.
3. Students will be able to apply the meaning of the Core Knowledge sayings when
they encounter them in literature.
4. Students will recognize literature as a record of human experience (Colorado
Model Content Standards for Reading and Writing, Standard 6).
5. Students will understand a variety of materials (Colorado Model Content
Standards for Reading and Writing, Standard 1).
6. Students will understand how to apply thinking skills to their reading, writing,
speaking, listening, and viewing (Colorado Model Content Standards for Reading
and Writing, Standard 4).
B. Content from the Core Knowledge Sequence (page 68)
1. Third Grade Language Arts: Saying and Phrases
a. Actions speak louder than words.
b. His bark is worse than his bite.
c. Beat around the bush
d. Beggars cant be choosers.
e. Clean bill of health
f. Cold shoulder
g. A feather in your cap
h. Last straw
i. Let bygones be bygones.
j. One rotten apple spoils the whole barrel.
k. On its last legs
l. Rule the roost
m. The show must go on.
n. Touch and go
o. When in Rome do as the Romans do.
C. Skill Objectives
1. Students will review sayings and proverbs from previous grades.
2. Students will participate in classroom discussion.
3. Students will express themselves by decorating the cover of their booklet.
2007 Core Knowledge National Conference, Proverbs and Idioms, Third Grade Language Arts: Sayings and Phrases
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4. Students will compare and contrast the words proverb and idiom.
5. Students will discuss and connect this idiom to their own life.
6. Students will be able to use the idiom in writing.
7. Students will use a graphic organizer to synthesize classroom discussion.
8. Students will discuss how this idiom relates to a classroom story.
9. Students will learn how to use a friendly letter format.
10. Students will create an illustration of personification.
11. Students will create a list of antonyms.
12. Students will work in groups to create appropriate scenarios.
13. Students will reflect on their own reaction to being given something.
14. Students will understand alliteration.
15. Students will understand a metaphor.
16. Students will follow directions and break a code.
17. Students will be able to make comparisons using the word than.
18. Students will be able to use a graphic organizer.
19. Students will write and illustrate a short scenario showing their understanding of
the idiom.
III. BACKGROUND KNOWLEDGE

A. For Teachers
1. Hirsch, E.D. Jr., The New Dictionary of Cultural Literacy
2. Hirsch, E.D. Jr., What Your Third Grader Needs to Know
3. Hirsch, E.D. Jr. and Souzanne A. Wright, Core Knowledge Teacher Handbook
B. For Students
1. Grade K: Language Arts: Saying and Phrases (page 10), Core Knowledge
Sequence
2. Grade 1: Language Arts: Saying and Phrases (page 26), Core Knowledge
Sequence
3. Grade 2: Language Arts: Saying and Phrases (page 46), Core Knowledge
Sequence
IV. RESOURCES
A. Monkey Business by Wallace Edwards (Lesson 1).
B. Theres a Frog in my Throat! By Loreen Leedy and Pat Street (Lesson 1).
C. Angel Child, Dragon Child by Michele Maria Surat (Lesson 2).
D. The Tree House from The Big Book of Peace by Lois Lowry (Lesson 3).
E. Rugby and Rosie by Parson Rossieter (Lesson 4).
F. Teammates by Peter Golenbock (Lesson 5).
G. The Legend of Damon and Pythias from The Bag of Fire and Other Plays by Fan
Kissen (Lesson 5)
H. The Boy Who Didn't Believe in Spring by Lucille Clifton (Lesson 6).
I. Urban roosts : where birds nest in the city by Barbara Bash (Lesson 7).
J. Through Grandpa's eyes by Patricia MacLachlan (Lesson 8).
K. Alexander, Who used to be Rich Last Sunday by Judity Viorst (Lesson 9).
L. Tony and The Quarter from Rolling Harvey Down the Hill by Jack Prelutsky (Lesson
9).
M. Kids Did It! In Business by Judity E. Rinard from WORLD Magazine, June, 1996
(Lesson 10).
N. The Cobblers Song by Marcia Sewell (Lesson 11).
O. Four Dollars and Fifty Cents by Eric A. Kimmel (Lesson 12).
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P. Uncle Jeds Barbershop by Margaree King Mitchell (Lesson 13).
Q. Storm in the night by Mary Stolz (Lesson 14).
R. Johnny Appleseed: a tall tale by Steven Kellogg (Lesson 15).
S. Make Way For Ducklings by Robert McCloskey.
T. Leahs Pony by Elizabeth Friedrich (Lesson 16).
V. LESSONS
Lesson One: Unit Overview
A. Daily Objectives
1. Concept Objective(s)
a. Students will understand the meaning of the figurative language of the
Core Knowledge sayings and phrases.
b. Students will be able to apply the meanings of the Core Knowledge
sayings and phrases to their writing and conversations.
c. Students will be able to understand the meaning of the Core Knowledge
sayings when they encounter them in literature.
d. Students will recognize literature as a record of human experience.
e. Students will understand a variety of materials.
f. Students will understand how to apply thinking skills to their reading,
writing, speaking, listening, and viewing.
2. Lesson Content
a. Third Grade Language Arts: Saying and Phrases
3. Skill Objective(s)
a. Students will review sayings and proverbs from previous grades.
b. Students will participate in classroom discussion.
c. Students will express themselves by decorating the cover of their
booklet.
d. Students will compare and contrast the words proverb and idiom.
B. Materials
1. Monkey Business
2. Theres a Frog in My Throat!
3. 3rd Grade Idioms and Proverbs booklet- 1 per child- made ahead of time from
Appendix B through T-1
4. Core Knowledge Sequence
C. Key Vocabulary
1. Idiom: a group of words or an expression that cannot be translated literally
2. Proverb: a general truth about life that may have been passed on orally.
D. Procedures/Activities
1. Review some previous sayings from earlier grades such as let the cat out of the
bag or dont cry over spilled milk.
2. Introduce the vocabulary word idiom using the book Monkey Business. (The
definition is written on the first page of the book.) As you read, have the
students help you identify the idiom on each page.
3. After reading Monkey Business choose a few more examples from Theres a
Frog in my Throat! Leave both books out for students to read on their own in
their free time.
4. Introduce the word proverb. Remind students of Aesops Fables from the 1st
grade Sequence. See if any students can remember some of the morals of the
fables. Use these as examples if they dont remember the fables The Boy Who
Cried Wolf (There is no believing a liar, even when he speaks the truth), The
Fox and the Grapes (It is easy to despise what you cannot get. The term sour
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grapes refers to the denial of one's desire for something that one fails to acquire.)
, or The Goose and the Golden Eggs.(Greed often makes you lose even what
you have.)
5. Tell the students that they will be learning both idioms and proverbs this year.
As we learn a new idiom or proverb we will add it to our booklet. By the end of
the year we will have a collection of idioms and proverbs.
6. Pass out the 3rd Grade Idioms and Proverbs booklet to the students. Give them
time to design their covers.
E. Assessment/Evaluation
1. As a class do a Venn diagram on the board comparing idioms and proverbs. The
students may use the definition as well as different examples of proverbs and
idioms to compare differences and similarities. Assess both understanding and
individual participation.
Lesson Two: Let bygones be bygones (Open Court Unit 1, Lesson 2)

A. Daily Objectives
c. Students will recognize literature as a record of human experience.
d. Students will understand a variety of materials.
2. Lesson Content
i. Let bygones be bygones
a. Students will discuss and connect this idiom to their own life.
b. Students will be able to use the idiom in writing.
c. Students will use a graphic organizer to synthesize classroom discussion.
d. Students will discuss how this idiom relates to a classroom story.
e. Students will learn how to use a friendly letter format.
B. Materials
3. Angel Child, Dragon Child by Michelle Maria Surat
4. Appendix C in Proverbs and Idioms Booklet
C. Key Vocabulary
1. Bygones: anything that is gone or past
1. Write let bygones be bygones on the board. Ask the students for any ideas on the
meaning.
2. Separate out the word bygones into by and gone after dropping the s. Then
switch the order of the words to become gone by. When something has gone by
it happened in the past. This is what the saying means; let what has happened in
the past stay in the past. Or, in the words of another saying, forgive and forget.
3. Ask the students if anyone would like to share about a time they had to let
bygones be bygones and forgive someone for something that happened a long
time ago.
4. Preface the story Angel Child, Dragon Child by letting the students know that the
main character had to forgive another character and let bygones be bygones.
5. After reading the story tell the students that they will be pretending that they are
giving advice to the main character, Ut. They need to write her a letter giving her
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advice on how to forgive and let bygones be bygones with Raymond. Use
Appendix C (Adapted from the Baltimore Curriculum).
1. Use the checklist on the bottom of Appendix C to grade each students letter.
Lesson Three: Cold Shoulder (Open Court Unit 1, Lesson 3)
A. Daily Objectives
e. Students will understand how to apply thinking skills to their reading,
2. Lesson Content
f. Cold Shoulder.
a. Students will discuss and connect this idiom to their own life.
c. Students will use a graphic organizer to synthesize classroom discussion.
d. Students will discuss how this idiom relates to a classroom story.
B. Materials
1. The Tree House by Lois Lowry contained in the book The Big Book of Peace.
2. Appendix D in the Proverbs and Idioms booklet.
C. Key Vocabulary
1. Allusion - a reference to a historical event or custom in literature.
1. Write Cold Shoulder on the board and give students time to get in pairs and
brainstorm what they think this might mean. Also have the students discuss
whether they think this is an idiom or a proverb (idiom since the words do not
literally mean a shoulder that is cold).
2. Let pairs present their thoughts to the class.
3. Explain to students that this idiom means to act unfriendly or indifferent. Many
times it can be used when someone is angry and is refusing to talk to the other
person.
4. Explain to students that this saying comes from the time of knights. When a
knight was traveling and would stop at an inn, he would be considered a
welcomed guest. He would be served a hot meal of roast. However, an
unwelcome or common traveler would be given cold meat. This meat would
usually be sheep, which is called mutton. The cut would also be the inferior cut
which is the shoulder. In other words, they would be given a cold shoulder.
Over time this came to mean ignoring someone or treating them as inferior.
5. Write allusion on the board.
6. Explain to students that this idiom is an allusion because it refers to a custom that
was used in giving out a cold shoulder to unwelcome guests.
7. Have students complete the definition of allusion in their booklet.
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8. Give students an example of how this idiom might be used in everyday language
(She tried to make friends with the new neighbors but they gave her the cold
shoulder).
9. Let students discuss if they have ever been given the cold shoulder.
10. Ask students to come up with one or two sentences that contain this idiom in
them. Write this sentence(s) in their booklet.
11. Read the story The Tree House by Lois Lowry.
12. Have students connect this idiom to this piece of literature.
13. Ask students to come up with other sayings that have to do with the words cold,
warm, and hot (cold feet, cold fish, cold sweat, warm smile, house-warming,
warm heart, hot potato, hot headed, in hot water, hot under the collar).(Adapted
from Baltimore Curriculum).
14. Have students fill out the graphic organizer in their Proverbs and Idioms booklet.
1. Completion of sentence(s) using idiom.
2. Completion of definition of allusion.
3. Completion of graphic organizer for cold, hot, and warm sayings.
4. Checklist provided at the bottom of the student page for grading.
Lesson Four: The show must go on. (Open Court Unit 1, Lesson 4)
A. Daily Objectives
2. Lesson Content
m. The show must go on
a. Students will predict the meaning of an idiom.
c. Students will discuss how this idiom relates to a classroom story.
B. Materials
1. Rugby and Rosie by Nan Parson Rossiter.
C. Procedures/Activities
1. Write the show must go on on the board and ask students what they think it
might mean and if it is an idiom or proverb. (It is a proverb.)
2. After several guesses, explain the meaning of the proverb. Tell them that no
matter happens, whatever was scheduled to happen will still take place.
3. Give students the history of this proverb from the Core Knowledge Teacher
Handbook page 88. This saying, which was in use in the United States by about
1867, likely originated with the circus. Despite tragic accidents, poor weather
conditions, and other setbacks warranting cancellations, circus shows usually
took place as scheduled.
4. Originally the word show was referring to the circus, but now it can have other
meanings for show such as the soccer game or the school musical. (Despite
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bad weather, the soccer game must go on, or even though the lead singer was
sick, the school musical must go on.) Have the students brainstorm with you
other meanings for the word show that we might use today. Write these on the
board.
5. Read the story Rugby and Rosie by Nan Parson Rossiter and then let the students
discuss in groups of 3 to 4 how the proverb applies to this story. Have the groups
share their ideas with the class.
6. The students will then write a paragraph in their Proverbs and Idioms booklet
either recalling a time when they experienced this saying or they may make up a
situation where this saying would apply. They may use ideas from the
brainstorming session on the board. Use appendix E.
D. Assessment/Evaluation
1. Observe participation in group discussions and group sharing.
2. Use the rubric for grading the paragraph.
Lesson Five: Actions Speak Louder Than Words. (Open Court Unit 1, Lesson 5 and 6)
B. Daily Objectives
2. Lesson Content
a. Actions Speak Louder Than Words.
a. Students will apply the proverb to literature selection.
c. Students will create an illustration of personification.
B. Materials
1. a piece of candy
2. Core Knowledge Teacher Handbook
3. 3rd Grade Idioms and Proverbs booklets
4. Teammates by Peter Golenbock or the Open Court 3rd Grade Anthology 1
5. Damon and Pythias adapted by Fan Kissen or the Open Court 3rd Grade
Anthology 1
6. Appendix F in the Proverbs and Idioms booklet.
C. Key Vocabulary
1. Personification: giving human characteristics to non human items
6. Begin by telling students in a serious manner that eating candy is not allowed at
school. While telling them the importance of this rule, eat candy making sure the
students can see that it is candy you are eating. As they catch on to what you are
doing, write the saying actions speak louder than words on the board. (adapted
from the Baltimore Curriculum)
7. Ask the students if they can tell you what this saying means. Sometimes people
may say something while they act differently. Their words do not line up with
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their actions. They may be reminded of a saying they learned in 2nd grade-
Practice what you preach.
8. Give students the history of this proverb from the Core Knowledge Teacher
Handbook. This saying has been traced back to about 1628 in England and was
used by Abraham Lincoln in 1856. A related proverb is easier said than done.
9. Together as a class read the book Teammates by Peter Golenbock or Damon and
Pythias by Fan Kissen in the Open Court 3rd Grade Anthologies. Discuss how
the characters in these stories showed that actions speak louder than words.
10. Tell the students that this saying also shows personification. Remind the students
that personification is giving human characteristics to non human items. An
example would be the following: the wind whispered through the trees.
Whispered is a human trait given to the wind.
11. Ask the students if they can identify the personification in todays saying which
is: actions speaking. Speaking is a human characteristic given to actions.
1. In their 3rd Grade Idioms and Proverbs booklet have the students illustrate a
picture of the saying incorporating the personification of actions speaking. An
example might be a drawing of the word action and having it say words.
2. If you have time, in groups of 4 let the students come up with an example of a
time when this saying would be used. After 5 minutes, let groups share their
example.
Lesson Six: On its last leg (Open Court Unit 2, Lesson 1)

A. Daily Objectives
c. Students will be able to apply the meaning of the Core Knowledge
d. Students will recognize literature as a record of human experience
Students will understand a variety of materials.
2. Lesson Content
k. On its last leg
a. Students will apply this proverb to literature selection.
c. Students will apply the meaning of antonym.
d. Students will create a list of antonyms.
B. Materials
1. The Boy Who Didnt Believe in Spring by Lucille Clifton.
2. Appendix G and H in the Proverbs and Idioms booklet.
C. Key Vocabulary
1. Antonym a word whose meaning is opposite to that of another word.
1. Write on its last leg on the board. Ask the students for their ideas of the
meaning.
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2. Read the meaning of the saying taken from the Core Knowledge Grade 3
Teacher Handbook, This idiom refers to something or someone that is worn out
and useless or that is about to collapse, break down, or die.
3. Ask the students if they can think of something that is broken down or on its last
legs. If no one can, explain that it could be something like an old car that barely
runs or a tattered and torn old stuffed animal. Now ask students if they own
anything that is on its last legs.
4. Tell the students that they will be reading a story called The Boy Who Didnt
Believe in Spring. In this story the main character finds something that is on its
last legs.
5. After reading the story, ask the students what the main characters found that was
on its last legs (an old car).
6. Ask the students what would be the opposite of the old carnew car. See if
anyone can tell you another word for oppositesantonyms.
7. Ask the students to come up with some more antonyms as you write them on the
board.
8. Use Appendix G as a review of the idiom and antonyms.
9. Use Appendix H as a review of the first five sayings.
1. Grading of Appendix G (checklist provided at the bottom of the student page).
2. Grading of Appendix H (rubric provided at the bottom of the student page).
Lesson Seven: Rule the Roost (Open Court Unit 2, Lesson 4)

A. Daily Objectives
c. Students will understand how to apply thinking skills to their reading,
2. Lesson Content
l. Rule the Roost.
a. Students will complete definitions in their booklet.
b. Students will work in groups to create appropriate scenarios.
c. Students will reflect and connect this idiom to their life.
B. Materials
1. Appendix I in the Proverbs and Idioms booklet.
2. Urban Roosts by Barbara Bash.
C. Key Vocabulary
1. Roost - a perch, cage, or house where a bird can site or rest.
2. Alliteration - a repetition of initial consonant sounds.
1. Ask the students to discuss what they know about roosters. This discussion may
include how many roosters a farmer usually has (one). You may discuss that
there are multiple hens. Discuss that there are multiple hens because they lay the
eggs.
2. Display the saying on the board.
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3. Explain to students that this is an idiom that gets its meaning from the behavior
of a rooster in the barn.
4. Define the word roost and have the students write the definition in their booklet.
5. Read Urban Roosts by Barbara Bash.
6. Discuss where the different types of birds roost.
7. Ask students the meaning of alliteration. Have them record the definition in their
booklet and record the two words that begin with the same consonant sound
(rule, roost).
8. Explain that the rooster is larger and more dominate and therefore he rules over
the barn or roost.
9. Tell students that this idiom refers to a person who is in charge or acts in a
bossing manner. Make sure that students know that it does not always have to
mean that the person in charge is bossy, just in charge.
10. Explain that different people have different talents and may rule the roost at
different times or for different tasks. For instance, if a student is very good at
organization, they may rule the roost when it comes to organizing for a group
project. However, another student may be better at getting up in presenting in
front of the class so they may rule the roost in that situation (adapted from
Baltimore Curriculum).
11. Give the students an example of how this idiom would be used. The students did
not want to do handwriting one afternoon. However, the teacher told them she
understood their feelings but that she ruled the roost and they needed to do their
handwriting.
12. Give students a few minutes to brainstorm in groups some situations where this
idiom could be used. Let groups share their ideas.
13. Have students complete the page on this idiom in their Proverbs and Idioms
booklet.
1. Participation in discussions.
2. Completion of the Proverbs and Idioms booklet page (checklist for grading
provided).
Lesson Eight: When in Rome do as the Romans do. (Open Court Unit 3, Lesson 1)
A. Daily Objectives
2. Lesson Content
o. When in Rome do as the Romans do
a. Students will complete definitions in their booklet.
b. Students will work in groups to create appropriate scenarios.
c. Students will reflect and connect this idiom to their life.
B. Materials
1. Appendix J and J-1 in the Proverbs and Idioms booklet.
2. Through Grandpas Eyes by Patricia MacLachlan.
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1. Start the lesson by asking the students where Rome is. You may want to use
your map and have one student locate it on the map. If you have not yet studied
Rome, you may have to show them where it is in Italy.
2. Show the students the idiom. Ask for any ideas on the meaning. You may want
to use the meaning given in the Core Knowledge Teacher Handbook page 88,
This proverb means that you should conform to the manners and customs of the
people with whom you associate when you are a guest in a foreign place or in an
unfamiliar situation.
3. Give the history of the idiom from the Core Knowledge Teacher Handbook page
88, This proverb dates back to the 4th century CE and is attributed to St.
Ambrose, who advised St. Augustine to fast in Rome because the Roman
Christians believed fasting was good for the soul.
4. An example of this might be when you go to the symphony or a play. It is really
good and you want to clap, but you are not sure when and when not to. It is
easiest to do what the others around you are doing by clapping when they clap.
5. In pairs, then have the students work together to come up with at least one other
situation where it is easiest to watch first what the others are doing or follow the
proverb when in Rome, do as the Romans do. If time allows let each pair share
their ideas.
6. Read the story Through Grandpas Eyes. Ask the students to see if they can find
examples of todays proverb. (The boy tried to act like his grandpa who is
blind.)
7. Have students use Appendix J in their booklet. The student must write three
situations where this proverb would apply. (Adapted from the Baltimore
Curriculum.)
1. Check written responses for content as well as sentence structure (Appendix J-1
is the rubric).
Lesson Nine: Beggars Cant Be Choosers. (Open Court Unit 4, Lesson 2 and poem)
A. Daily Objectives
2. Lesson Content
d. Beggars Cant Be Choosers.
a. Students will differentiate between begging and choosing.
b. Students will reflect on their own reaction to being given something.
c. Students will understand and be able to apply the saying beggars cant be
choosers.
B. Materials
1. Appendix K in the Student Proverbs and Idioms booklet.
2. Alexander Who Use to be Rich Last Sunday by Judith Viorst.
3. Tony and the Quarter by Jack Perlutsky.
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C. Key Vocabulary
1. Beg - to ask for as a gift, charity, or a favor
2. Choose - to select from a number of possibilities
1. Explain the word beg to students. Have them record the definition in their
Proverbs and Idioms booklet.
2. Explain the word choose to students. Have them record the definition in their
Proverbs and Idioms booklet.
3. Have students brainstorm what they think the proverb might mean.
4. Tell students that this saying dates back to the mid 1500s.
5. Explain that this proverb means that people who are forced to beg for something
that they need do not have the option of choosing what they receive. It is most
often used as a reaction to an attitude when someone complains after asking for
something.
6. Give the students one or two examples. (You need a pencil and then complain
because you dont get the color you like. Another example would be that you ask
for a snack from a friend but then are not pleased with what you receive.)
7. Have students work with another student for a few minutes to come up with some
examples of how this proverb could be used.
8. Instruct students to complete the reflection on asking/begging in their booklet.
9. Read Alexander Who Use to be Rich Last Sunday and the poem Tony and the
Quarter
10. Discuss how these literature selections apply to this idiom.
1. Participation in discussion and brainstorming of examples.
2. Completion of the reflection of asking/begging for something and their reaction
to what they were given.
3. Connecting the idiom to selected literature selections.
Lesson Ten: A feather in your cap (Open Court Unit 4, Lesson 3)

B. Daily Objectives
2. Lesson Content
g. Feather in your cap.
a. Students will participate in discussion about applications of this saying.
b. Students will reflect on their own accomplishments.
C. Materials
1. Appendix L in the Proverbs and Idioms booklet.
2. Kids Did it in Business! by Judith Rinard, WORLD Magazine, June, 1996.
1. Show the students the idiom a feather in your cap. Ask for ideas on the meaning.
2. Using the Core Knowledge Teacher Handbook read the meaning and the history.
This idiom refers to an accomplishment that is worthy of praise..This 17th-
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century idiom alludes to an ancient Native American and Asian custom.
Warriors placed a feather in their headgear for every enemy they defeated in
battle.
3. Explain to students that as the meaning read, it can be any accomplishment that
they or someone else does. As a class brainstorm some accomplishments as you
write them on the board. It could be anything from straight As on a report card
to scoring a goal at a soccer game.
4. Read Kids Did it in Business!. Talk about the kids and what accomplishments
they have done, therefore receiving a feather in their caps.
5. Use Appendix L for the kids to write one accomplishment they have achieved. If
you have time, let the kids give certificates to each other for accomplishments
they have seen others do. Remind them that they can focus on character traits as
well. For instance, a person may deserve a feather in your cap for always having
a clean desk, or you deserve a feather in your cap for always being friendly. You
may even want to start a Feather in your Cap bulletin board where students can
post accomplishments of their classmates.
1. Assess Appendix L for student understanding of the term feather in your cap.
Lesson Eleven: One rotten apple spoils the whole barrel. (Open Court Unit 4, Lesson 4)
A. Daily Objectives
2. Lesson Content
d. Third Grade Language Arts: Saying and Phrases
j. One rotten apple spoils the whole barrel.
e. Students will predict the meaning of the proverb.
f. Students will express their prediction in writing.
g. Students will discuss what is being compared in this proverb.
h. Students will write how they can be a good influence.
B. Materials
1. Appendix M in the student Proverbs and Idioms booklet.
2. Appendix N in the student Proverbs and Idioms booklet.
3. The Cobblers Song by Marcia Sewell.
1. Write the proverb on the board.
2. Ask students to predict what the proverb means in their Proverbs and Idioms
booklet.
3. Let a few students read their prediction.
4. Tell students that this saying appeared in Benjamin Franklins Poor Richards
Almanac in 1736. However, the proverb can be traced back much earlier than
that.
5. Ask students what will happen if you put a piece of rotten fruit in a bowl with
good fruit.
6. Ask students what they think is being compared to the one apple (a person).
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7. Ask students what they think is being compared to the barrel (a group of people).
8. Explain to students that this is a metaphor because a resemblance is implied
between a person and the apple and a group of people and the barrel.
9. Tell students that this proverb means that one bad person or thing can spoil an
entire group.
10. Discuss with students examples of how this saying could be used. For example:
The new student kept blurting out in class and soon others were also forgetting
the rules and speaking out. The teacher had to speak to the new student so one
rotten apple would not spoil the whole barrel.
11. Read The Cobblers Song.
12. Discuss how this story ties to this proverb (The rich man desires for the cobbler
to worry and thus becomes the rotten apple. He makes both the cobbler and
ultimately his wife unhappy.)
13. Explain to students that parents and teachers are interested in them being around
people who are a good influence on them instead of a bad influence.
14. Instruct students to write in their booklet how they could be a good influence to
their peers this year.
15. Have students complete the review on Appendix N (grading checklist on student
page).
1. Participating in classroom discussions.
2. Successful completion of the prediction.
3. Reflection and completion of page in Proverbs and Idioms booklet.
4. Completion of review on Appendix N.
Lesson Twelve: His bark is worse than his bite. (Open Court Unit 4, Lesson 5)
A. Daily Objectives
c. Students will understand a variety of materials.
d. Students will understand how to apply thinking skills to their reading,
2. Lesson Content
b. His bark is worse than his bite.
a. Students will understand what alliteration is.
b. Students will understand what a metaphor is.
c. Students will understand and be able to apply the saying his bark is
worse than his bite.
d. Students will follow directions and break a code.
e. Students will brainstorm ideas about why dogs and people sound the way
they do.
f. Students will make a connection to other literature that they know.
g. Students will be able to make comparisons using the word than.
h. Students will be able to use a graphic organizer.
B. Materials
1. Four Dollars and Fifty Cents by Eric A. Kimmel.
Page 14
2. Appendix O (two pages) in the Student Proverbs and Idioms booklet.
C. Key Vocabulary
1. Alliteration- the repetition of initial consonants
2. Metaphor - a figure of speech where a word or phrase is used to describe another
thing and a similarity is implied.
1. Have students find the proverb by solving the code using Appendix O.
2. Ask students to predict what they think that saying means.
3. Take about five volunteers before sharing the history of this saying.
4. Tell students that this proverb can be traced back to 1651 and a collection of
proverbs by an English poet, George Herbert.
5. Tell students that this proverb means that the way a person sounds is more
frightening than the way he really acts. In other words, the threat is worse than
what really happens.
6. Ask students why a dog barks.
7. Ask students whether the barking sounds like a friendly invitation or a warning
(adapted from Baltimore Curriculum).
8. Explain that a dog barking might sound very ferocious, but is the dog doesnt
actually hurt you, then his bark is worse than his bite.
9. Ask students to discuss why a person might sound grouchy or mean.
10. Discuss how a person might actually be very kind and that his bark is worse
than his bite.
11. Have the students discuss any characters in stories that they think would fit this
saying. Some examples might be Shrek, the grandfather in Heidi, or the Beast in
Beauty and the Beast.
12. Ask students which two words start with the same consonant (bark, bite).
Explain that this is alliteration. Instruct students to write these words into their
booklet on the spaces provided.
13. Ask students who is being compared to a dog (a person). Explain that this is a
metaphor. Point out that the words like or as is not used in a metaphor (this
is a simile).
14. Read (or review if the story has already been read) the book Four Dollars and
Fifty Cents.
15. Ask students to think of any characters that might fit this saying (Widow
Macrae).
16. Explain the difference between than and then. Explain that than is used for
making comparisons and then is use for time or order.
17. Have students do the comparison and time/order activities in their Proverbs and
Idioms booklet.
18. Have students complete the graphic organizer in Appendix O.
1. Students complete the graphic organizer to show their understanding of the
saying.
Lesson Thirteen: Clean Bill of Health (Open Court Unit 4, Lesson 7)

F. Daily Objectives
Page 15
2. Lesson Content
e. clean bill of health
a. Students will understand what inference means.
b. Students will understand and be able to apply the saying.
c. Students will apply the saying to their own life.
G. Materials
1. Uncle Jeds Barbershop or the Open Court 3rd Grade Anthology 3-2
2. Appendix P in the Student Proverbs and Idioms booklet
H. Key Vocabulary
1. Inference: to come to a conclusion not specifically stated in the story from
details given throughout the story
I. Procedures/Activities
1. Post or write the idiom clean bill of health on the board. Ask for ideas on the
meaning of the idiom.
2. Give the history of the idiom from the Core Knowledge Teacher Handbook page
85. In the 19th century, bill of health certified that no infectious diseases had
been reported in the port from which a ship was about to sail. If a shipmaster
sailed from an infected port, he got a foul bill of health. Without a clean bill of
health, the ship might be refused entry into a port.
3. Read Uncle Jeds Barbershop. Ask the students to infer when a character was
given a clean bill of health in the story. (Sarah Jean was sick when she was
young, but is around at the end of the story for the opening of Uncle Jeds
barbershop.)
4. Ask students to share a time when they received a clean bill of health. Some
examples might be the following: seeing a doctor and having a healthy visit, or
going to the dentist and having no cavities.
J. Assessment/Evaluation
1. Completion of Appendix P.
Lesson Fourteen: Beat Around the Bush (Open Court Unit 5, Lesson 3)
E. Daily Objectives
2. Lesson Content
Page 16
b. Beat around the bush
a. Students will understand what alliteration means.
b. Students will understand and be able to apply the saying.
F. Materials
1. Storm in the Night or the Open Court 3rd Grade Anthology 3-2
2. Appendix Q in the Student Proverbs and Idioms booklet
G. Key Vocabulary
1. Alliteration: the repetition of initial consonants
H. Procedures/Activities
1. Write or post the saying on the board. Ask student what they think this idiom
may mean. Most of their answers may be literal.
2. Next, give the history of the idiom from the Core Knowledge Teacher Resource
book. This idiom dates back to the 1500s. It alludes to an ancient hunting
practice. During the Middle Ages, nobles had serfs beat around bushed to flush
game birds out of hiding. While it was the job of the beaters to carefully stir
up the game, it was the job of hunters to get to the point by shooting the birds.
3. Tell the students that someone who has a hard time saying what they want or
need to say is beating around the bush. Sometimes when we are nervous or
when the truth is not nice, it is hard to say what is on our mind. For example you
accidentally broke your mothers glass vase and when she asks you about it you
take a long time telling her what happened. The dog got loose in the roomI
was trying to be really carefulThe vase was really slippery A simple,
truthful answer would be, I accidentally broke the vase.
4. Another time beat around the bush can be used is when one is nervous. Some
examples might be a worker asking her boss for a raise, or a boy telling his
neighbor that he accidentally broke his front window with a baseball.
5. Let student with their neighbors discuss times when they have beat around the
bush in their own lives. If time allows, let students share with the rest of the
class their personal situations.
I. Assessment/Evaluation
1. Completion of Appendix Q.
Lesson Fifteen: Touch and Go (Open Court Unit 5, Lesson 6)

A. Daily Objectives
2. Lesson Content
n. Touch and go
a. Students will make predictions.
Page 17
b. Students will make connections to literature.
c. Students will make connections to their lives.
B. Materials
1. Johnny Appleseed retold by Steven Kellogg.
2. Appendix R in the Student Proverbs and Idioms booklet.
1. Display the saying on the board.
2. Ask students to orally predict what they think this idiom might mean. Let several
students share their ideas.
3. Tell students that this saying came from the 1800s and nautical history. This
saying was used when a ship would come close to touching the bottom of the
ocean or other things that could sink them. If they came very close but did not
get stuck then they could go. Therefore, something that is a very close call was
called touch and go. Later this was used when horse drawn carriages got very
close and their wheels touched. They had a very narrow escape from an accident.
4. Explain that this is used today to mean anything that is a dangerous situation,
uncertain, critical, or very risky.
5. Give them the example of a vet telling you it was very touch and go for your cat
for awhile but now it looks like it will be fine.
6. Explain that it does not always have to be a life and death situation but anything
that is a close call.
7. Read Johnny Appleseed: a tall tale retold by Steven Kellogg.
8. Have students recall the touch and go situations that Johnny Appleseed found
himself in (examples: living in the wilderness, being challenged by a band of
men to wrestle, being bit by a rattlesnake, playing with a bear). You can also use
Make Way for Ducklings and have students recall the touch and go situations the
ducks get into.
9. Have students identify in writing at least two difficult situations they have
experienced that they might describe as touch and go. Record these situations in
their Proverbs and Idioms booklet as a four sentence paragraph.
1. Participation in classroom discussions.
2. Successful connections of the idiom to the literature selection.
3. Completion of the Proverbs and Idioms booklet page (rubric provided on the
student page).
Lesson Sixteen: Last Straw (Open Court Unit 6, Lesson 3)

A. Daily Objectives
2. Lesson Content
h. Last Straw
Page 18
a. Students will make observations of classroom demonstration.
b. Students will discuss this idiom in relation to a classroom story.
c. Students will write and illustrate a short scenario showing their
understanding of the idiom.
B. Materials
1. Leahs Pony by Elizabeth Friedrich.
2. Appendix S in the student Proverbs and Idioms booklet.
1. Have students come up one at a time and stack blocks or something that you have
in your classroom. Do this a couple of times to see how high it can get before it
collapses.
2. Have students discuss what it was that made the tower collapse each time. Help
them to realize that it was the last object each time that was just too much and led
to the collapse.
3. Write the idiom Last Straw on the board.
4. Have students brainstorm what they think the idiom last straw might mean.
5. Explain to students that this saying comes from the saying the straw that broke
the camels back. There is a limit to how much an animal can carry on their
back. If you keep adding straw it will become overloaded and it can become
impossible for the camel to carry their load. Originally this saying was the last
feather that breaks the horses back. In the 1800s Charles Dickens changed it to
the straw that broke the camels back. The saying has been used enough that it
has been shortened to just last straw.
6. Explain to students that when you say it is the last straw you are saying it is the
final irritation that stretches you too far. You have been patient and tolerant but
something has happened to push you too far and you are now unwilling to put up
the current situation.
7. Explain that this is an idiom because it does not literally mean that it is the very
last straw. It does not literally mean that it will break the camels back, but just
that it feels that way.
8. Discuss that this is also an allusion because it refers back to a historical time
when camels were used a lot to transport goods.
9. Give the students a few examples of how this idiom could be used. For example,
the children had been arguing about sharing and when they started fighting over
the legos for the third time that was the final straw. They were sent to their
rooms.
10. Read Leahs Pony by Elizabeth Friedrich.
11. Discuss what the last straw was that made the neighbors load up their pickup and
move to Oregon (the grasshoppers eating the trees bare).
12. Discuss what students think was the last straw that made Leah sell her pony (the
auction or the man hammering the sign into the ground for the auction).
13. Instruct students to compose a short story in which they can use the idiom last
straw. They can think of situations at home, in the classroom, on the playground,
of just a day of one disaster after another. They should write and illustrate their
scenario in their Proverbs and Idioms booklet.
1. Participation in discussions.
2. Creating an appropriate scenario in which to use the idiom (rubric included on
the student page).
Page 19
VI. CULMINATING ACTIVITY
A. Use Appendix T as a final assessment of student knowledge of all the sayings.
VII. HANDOUTS/WORKSHEETS
A. Appendix A: Overview, Venn Diagram Idiom versus a Proverb
B. Appendix B: Booklet Cover
C. Appendix C: Lesson 2 - Let bygones be bygones
D. Appendix D: Lesson 3 Cold Shoulder
E. Appendix E: Lesson 4 The show must go on
F. Appendix F: Lesson 5 - Actions Speak Louder Than Words
G. Appendix G: Lesson 6 - On its last legs
H. Appendix H: Review
I. Appendix H-1: Review Answer Key
J. Appendix I: Lesson 7 Rule the Roost
K. Appendix J: Lesson 8 - When in Rome, do as the Romans do
L. Appendix J-1: Rubric for grading lesson 8
M. Appendix K: Lesson 9 Beggars Cant Be Choosers
N. Appendix L: Lesson 10 Feather in Your Cap
O. Appendix L-1: Lesson 10 continued
P. Appendix M: Lesson 11 One rotten apple spoils the whole barrel
Q. Appendix N: Review
R. Appendix N-1: Review Answer Key
S. Appendix O: Lesson 12 His bark is worse than his bite
T. Appendix O-1: Lesson 12 continued
U. Appendix P: Lesson 13 Clean bill of health
V. Appendix Q: Lesson 14 Beat around the bush
W. Appendix R: Lesson 15 Touch and go
X. Appendix S: Lesson 16 Last straw
Y. Appendix T: Assessment
Z. Appendix T-1: Assessment Answer Key
VIII. BIBLIOGRAPHY
A Bash, Barbara. Urban roosts : where birds nest in the city. San Francisco : Sierra Club
Books ; Boston :
Little, Brown, c1990. 0316083062.
B. Clifton, Lucille. The Boy Who Didn't Believe in Spring. New York : Puffin, 1988.
0140547398.
C. Edwards, Wallace. Monkey Business. Tonawanda, New York. Kids Can Press, 2004.
1-55377-462-2.
D. Friedrich, Elizabeth. Leahs Pony. Honesdale, PA. Boyds Mills Press, 1996.
1-56397-189-5.
E. Golenbock, Peter. Teammates. San Diego : Harcourt Brace Jovanovich, 1990.
0152006036.
F. Hirsch, E.D. and Souzanne A. Wright. Teacher Handbook Series, Grade 3. Core
Knowledge Foundation,
2005. 1-890517-75-5.
G. Kellogg, Steven. Johnny Appleseed: a tall tale. New York. Morrow Junior Books,
1988. 0688064175.
H. Kimmel, Eric A. Four Dollars and Fifty Cents. New York. Holiday House, 1990. 0-
8234-0817-5.
Page 20
I. Kissen, Fan. The Legend of Damon and Pythias from The Bag of Fire and Other
Plays. Houghton
Mifflin Company, 1993.
J. Leedy, Loreen & Pat Street. Theres a Frog in my Throat! New York. Holiday House,
2003. 0-8234-
1774-3.
K. Lowry, Lois. The Tree House from The Big Book of Peace. Harold Ober Associates,
Inc., 1990.
L. MacLachlan, Patricia. Through Grandpa's eyes. New York : Harper & Row, 1980.
006024044X.
M. McCloskey, Robert. Make Way For Ducklings. New York : Viking Press, 1941.
0670451495.
N. Mitchell, Margaree King. Uncle Jeds Barbershop. New York : Simon & Schuster
Books for Young
Readers, 1993. 0671769693.
O. Perlutsky, Jack. Tony and The Quarter from Rolling Harvey Down the Hill.
HarperCollins Publishers,
1985.
P. Rinard, Judity E. Kids Did It! In Business from WORLD Magazine. National
Geographic, June, 1996.
Q Rossieter, Parson. Rugby and Rosie. New York. Dutton Childrens Books, 1997.
0525454845.
R. Sewell, Marcia. The Cobblers Song. Dutton Childrens Books, 1982.
S. Stolz, Mary. Storm in the Night. New York : Harper & Row, c1988. 0060259124.
T. Surat, Michele Maria. Angel Child, Dragon Child. Milwaukee. Raintree Publishers,
1983. 0940742128.
U. Viorst, Judith. Alexander, Who used to be Rich Last Sunday. New York : Atheneum,
1978. 0689306024.
Page 21
Appendix A: Overview
Venn Diagram- Idiom versus a Proverb
Idiom: a group of words or an expression that cannot be translated literally

Monkey business
Same: both are a type of saying or phrase

Some idioms may be proverbs- Dont count your chickens before they hatch.
Proverb: a general truth about life that may have been passed on orally.
Slow and steady wins the race.
Third Grade Proverbs vs. Idioms

Reference for teachers
Proverbs
Actions speak louder than words.
Beggars cant be choosers.
His bark is worse than his bite.
Let bygones be bygones.
One rotten apple spoils the whole barrel.
The show must go on.
When in Rome, do as the Romans do.
Idioms
Beat around the bush
Clean bill of health
Cold shoulder
A feather in your cap
Last straw
On its last leg
Rule the roost
Touch and go
Page 22
Appendix B
Booklet Cover
Third Grade
Proverbs and Idioms
Booklet
Name _________________________________
Page 23
Appendix C
Lesson 2- Let bygones be bygones
Directions: Write a letter to Ut giving her advice on how to forgive Raymond and let bygones
be bygones. You must write in friendly letter form and use the phrase let bygones be bygones
a
somewhere in your letter. Please write at least 5 sentences. d
d
r
e
____________________________________ s
s
____________________________________
date ____________________________________
______________________________,
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________
____________________________,
____________________________
Checklist- place a 9 in front of the directions you followed.
o Did I write 5 complete sentences? (5 points) ____________
o Did I start each sentence with a capital and end with a period? (10 points) ______
o Did I include let bygones be bygones? (5 points) _____________
Page 24
Appendix D
Lesson 3 - Cold Shoulder
Write one or two sentences using this idiom.
_________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_________________________
*Allusion - a reference to a ________________ event or ______________ in

literature.*
In each area, write saying that go with each word. For instance, cold shoulder
would go in the cold section, warm smile would go in the warm section and hot-
headed would go in the hot section.
Cold
Warm
Hot
Checklist- this is how I will be graded.
o Did I write 1 or 2 complete sentences? (4 points) _____ Did I include Cold Shoulder? (2 points) ______
o Did I start each sentence with a capital and end with a period? (4 points) ____
o Did I fill in the definition of an allusion? (2 points) ____ Did I fill in a cold, warm, and hot saying? (3 points)_____
Page 25
Appendix E
Lesson 4- The show must go on
Write about a time you experienced the phrase The show must go on, or create
your own situation that would apply to the proverb. Please write a complete
paragraph.
_________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________________
Grading Rubric for the Paragraph
Punctuation and complete
sentences: 3 points
Understanding of the
proverb: 3 points
5 sentence paragraph:
3 points
Neatness: 1 point
Total: 10 points
Page 26
Appendix F : Lesson 5
Actions Speak Louder Than Words
Never eat
candy at
school.
Page 27
Appendix G
Lesson 6- On its last legs
Part 1 Directions: Circle the pictures that show an item on its last legs.
1.
2.
3.
Part 2 Directions: Antonyms are pairs of words that have the opposite meanings.
Please come up with a list of 5 pairs of antonyms and write them on the blanks.
1. ________________ _____________________
2. ________________ _____________________
3. ________________ _____________________
4, ________________ _____________________
5. ________________ _____________________
Grading: Correct picture circled (3 points) ____ Listing correct antonyms (10 points) _______
Page 28
Appendix H
Review
Please match the letter on the right with the correct proverb or idiom.
1. ______On its last legs a. ignoring someone
2. ______Actions speak louder than words b. it does not matter what happens,
the event still must happen
3. ______Let bygones be bygones c. something is wearing out
4. ______The show must go on d. forgive and forget
5. ______Cold shoulder e. what you say does not matter as

much as what you do
Illustrate one of the above sayings in the space below.

The saying I am illustrating is:
_____________________________________________
Grading for review page

Correct matching
(10 points)
Saying filled in
(2 points)
Illustration fits the
saying
(2 points)
Neatness
(1 points)
Total: 15 points
Page 29
Appendix H - 1
Review Key
1. c On its last legs a. ignoring someone
2. e Actions speak louder than words b. it does not matter what

happens, the event still must
happen
3. d Let bygones be bygones c. something is wearing out
4. b The show must go on d. forgive and forget
5. a Cold shoulder e. what you say does not matter

as much as what you do
Illustrate one of the above sayings in the space below.

The saying I am illustrating is:
_____________________________________________
Answers will vary.

Correct matching
(10 points)
Saying filled in
(2 points)
Illustration fits the
saying
(2 points)
Neatness
(1 points)
Total: 15 points
Page 30
Appendix I
Lesson 7
Rule the Roost
Roost -
______________________________________________________________
______________________________________________________________
_______________________________________________
Alliteration - r______________ of the ____________ consonant sounds.
The two alliterative words in this idiom are: ______________ and ___________
Who rules the roost?
Who is in charge at home? ____________________________________
Who is charge in the classroom? __________________________________
Who is in charge on the playground? ________________________________
I would be a good person to rule the
roost________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________
o Did I fill in each blank? (9 points) _____
o Did I use my best handwriting? (1 point) _____
Page 31
Appendix J
Lesson 8
Read each proverb and then finish the paragraph. Make sure you use complete
sentences. You have been provided the topic sentence. Make sure you include 3
detail sentences and a conclusion to complete the paragraph.
1. When in Colorado, do as the Coloradoans do.
When you come to Colorado, you should make sure you do these 3 three
things._________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________
2. When at our school, do as our students do.
When you come to our school, do the following.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Make up your own proverb, and then write 3 sentences and a conclusion.
When in _____________________, do as the __________________do.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Page 32
Appendix J-1
Lesson 8
Rubric

detail sentences, paragraph
one: 3 points
Conclusion, paragraph one
2 points
two: 3 points
Conclusion, paragraph two
2 points
three: 3 points
Conclusion, paragraph
three
2 points
Total: 15 points
Page 33
Appendix K
Lesson 9
Beggars Cant Be Choosers

Definitions:
beg___________________________________________
_______________________________________
choose_________________________________________
______________________________________
Think of a time when you asked or begged for

something. Now tell how you reacted to what you were given.
What did you ask/beg for? ______________________
How did you react to what you were given?
___________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
Page 34
Appendix L
Lesson 10- Feather in your Cap
Directions: Please fill out the certificate for a time when YOU earned a feather in
your cap for something you achieved. If you have extra time, please fill out a
certificate for a classmate!
Of
Achievement
This certificate celebrates
______________________________________________
For the achievement of _____________________

______________________________________________
You should receive a Feather in your Cap!
Given by_______________________________
Date__________________________________________
Page 35
Appendix L-1
Lesson 10- Feather in your Cap
Of
Achievement
This certificate celebrates
______________________________________________
For the achievement of _____________________

______________________________________________
You should receive a Feather in your Cap!
Given by_______________________________
Date__________________________________________
Page 36
Appendix M
Lesson 11
One rotten apple spoils the whole barrel.
What do you think this saying means? (Write at least 2 sentences)
_________________________________________________
_____________________________________________________
_____________________________________________________
____________________________________
How can you be a positive influence for your friends this year? (Write
at least 2 sentences)
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
____________________________________
o Did I write at least 2 complete sentences on question one? (4 points) _____
o Did I write at least 2 complete sentences on question two? (4 points) _____
o Did I start each sentence with a capital and end with a period? (8 points) ____
Page 37
Appendix N
Review
1. ______On its last legs a. forgive and forget
2. ______Actions speak louder than words b. it does not matter what

happen
4. ______The show must go on d. ignoring someone
5. ______Cold shoulder e. what you say does not matter

6. ______Rule the Roost f. you should do whatever the

people of that culture do
7. ______When in Rome do as the Romans do g. something you can be proud

of
8. ______Beggars Cant be Choosers h. You shouldnt be picky about

something you get for free
9. ______Feather in your cap i. one person can ruin things

for an entire group.
10. _____One rotten apple spoils the j. head of the group or bossy
whole barrel

Correct matching
(2 points each)
Total: 20 points
Page 38
Appendix N-1
Review Key
1. c On its last legs a. forgive and forget
2. e Actions speak louder than words b. it does not matter what

happen
3. a Let bygones be bygones c. something is wearing out
4. b The show must go on d. ignoring someone
5. d Cold shoulder e. what you say does not matter

6. j Rule the Roost f. you should do whatever the

7. f When in Rome do as the Romans do g. something you can be proud

of
8. h Beggars Cant be Choosers h. You shouldnt be picky about

Something you get for free
9. g Feather in your cap i. one person can ruin things

10. i One rotten apple spoils the j. head of the group or bossy
whole barrel
Page 39
Appendix O
Lesson 12
Use the number code to decode this saying:

A=1 B=2 C=3 D=4 E=5 F=6 G=7
H=8 I=9 J=10 K=11 L=12 M=13 N=14
O=15 P=16 Q=17 R=18 S=19 T=20 U=21
V=22 W=23 X=24 Y=25 Z=26
___ ____ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
8 9 19 2 1 18 11 9 19 23 15 18 19 5
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
20 8 1 14 8 9 19 2 9 20 5
Alliteration b__ __ __ b __ __ __
Comparisons
I am older than you.
Night is darker than _____________.
An elephant is larger than a ________________.
_______________________________ than _________________________.
Time and order
I will brush my teeth and then go to bed.
I will eat lunch and then ________________________________.
The man put a leash on his dog and then _______________________________.
______________________________ then ___________________________.
Page 40
Appendix O-1
Lesson 12
Sound
Look Act
In the circle above, write sentences or draw pictures on how a person would sound,
look, and act if they fit the saying his bark is worse than his bite.
Page 41
Appendix P
Lesson 13- Clean Bill of Health
Clean Bill of Health Mad Lib
Complete the directions on this page and then use your answers to fill in the blanks
on the next page. (Dont look ahead!) Be sure to put your answers with the correct
numbers!
1. A name_____________________________________________
2. a type of animal_______________________________________
3. a color______________________________________________
4. noun_______________________________________________
5. noun_______________________________________________
6. adjective____________________________________________
7. a verb ending in ing____________________________________
8. a verb______________________________________________
9. a number____________________________________________
10. the same name from #1________________________________
Page 42
Appendix P-1
Lesson 13- Clean Bill of Health
A Note from the Office
of
Dr. _____________________
Dear _______________________________,
(fill in your name here)
I would like to share with you the good news that your
(2)___________________ has passed my medical exam with a clean bill of
health! Although his teeth appear (3)_____________________ in color, they
are actually quite clean. I was able to clean his molars with my new
(4)___________________. It seemed to work very well. My new drill also
seemed to work wonders on his (5)_______________________. He did seem a
bit (6)__________________ at first, but after a few days he should be back to
(7)___________________________. Please remind him to (8)____________
his teeth two times a day and floss nightly.
Thank you for coming to my office. You will need to schedule your next
appointment in (9)________________ days.
Sincerely,
Dr. (10)____________________________
Now, in your own words, please write a sentence explaining what clean bill of
health means.
_____________________________________________________
_____________________________________________________
____________________________________
Completion: one point per

answer-10 points
proverb: 3 points
Sentence: capital and
period- 2 points
Total: 15 points
Page 43
Appendix Q
Lesson 14- Beat around the Bush
Directions: Please write about a time that you beat around the bush. If you
cannot think of a time, create a story from your imagination! (Use at least
2 sentences.)
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Now, write about what you could have said in this situation instead of beating
around the bush. (Use at least 2 sentences.)
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
sentences: 2 points for each
sentence = 8 points
proverb: 2 points
Total: 10 points
Page 44
Appendix R
Lesson 15
Touch and Go
Identify at least two difficult situations you have experienced that you might describe as touch and go.
Write a complete paragraph including an introduction, 2 detail sentences, and a conclusion. Check to
make sure you have used correct capitalization and punctuation.
____________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
sentences: 2 points for each
sentence = 8 points
proverb: 3 points
4 sentence paragraph:
4 points
Total: 15 points
Page 45
Appendix S
Lesson 16
Last Straw
Write and then illustrate a short story that would prompt someone to use the
idiom last straw.
Space is provided on the next page for your illustration.
_________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Page 46
Appendix S-1
Lesson 16
Last Straw
Illustrate your story in the space below.
Page 47
Appendix T
Unit Review/Assessment
1. ______On its last legs a. forgive and forget
2. ______Actions speak louder than words b. it does not matter what happens, the
event still must happen
4. ______The show must go on d. ignoring someone
5. ______Cold shoulder e. what you say does not matter

6. ______Rule the Roost f. you should do whatever the

7. ______When in Rome do as the Romans do g. something you can be proud of
8. ______Beggars Cant be Choosers h. You shouldnt be picky about

9. ______Feather in your cap i. one person can ruin things

10. _____One rotten apple spoils the j. head of the group or bossy
whole barrel
11. ______Clean bill of health k. unsure of the outcome
12. ______Beat around the bush l. avoiding a conversation
13. ______Touch and go m. Being pushed as far as you

can go
14. ______Last straw n. checked and all is OK
15. _____His bark is worse than his bite o. a person seems meaner than
they really are
Page 48
Appendix T-1
Unit Review/Assessment Key
1. ___c__On its last legs a. forgive and forget
2. __e___Actions speak louder than words b. it does not matter what happens, the
event still must happen
3. __a___Let bygones be bygones c. something is wearing out
4. __b___The show must go on d. ignoring someone
5. _d____Cold shoulder e. what you say does not matter

6. ___j__Rule the Roost f. you should do whatever the

7. __f___When in Rome do as the Romans do g. something you can be proud of
8. ___h__Beggars Cant be Choosers h. You shouldnt be picky about

9. ___g__Feather in your cap i. one person can ruin things

10. __i__One rotten apple spoils the j. head of the group or bossy
whole barrel
11. __n___Clean bill of health k. unsure of the outcome
12. ___l__Beat around the bush l. avoiding a conversation
13. __k___Touch and go m. Being pushed as far as you

can go
14. _m____Last straw n. checked and all is OK
15. __o__His bark is worse than his bite o. a person seems meaner than
they really are
Page 49

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Proverbs and Idioms

Grade Level or Special Area: 3rd Grade

III. BACKGROUND KNOWLEDGE

Lesson Two: Let bygones be bygones (Open Court Unit 1, Lesson 2)

Lesson Three: Cold Shoulder (Open Court Unit 1, Lesson 3)

Lesson Six: On its last leg (Open Court Unit 2, Lesson 1)

Lesson Seven: Rule the Roost (Open Court Unit 2, Lesson 4)

Lesson Ten: A feather in your cap (Open Court Unit 4, Lesson 3)

Lesson Thirteen: Clean Bill of Health (Open Court Unit 4, Lesson 7)

Lesson Fifteen: Touch and Go (Open Court Unit 5, Lesson 6)

Lesson Sixteen: Last Straw (Open Court Unit 6, Lesson 3)

Idiom: a group of words or an expression that cannot be translated literally

Same: both are a type of saying or phrase

Third Grade Proverbs vs. Idioms

Checklist- place a 9 in front of the directions you followed.

o Did I write 5 complete sentences? (5 points) ____________

o Did I include let bygones be bygones? (5 points) _____________

*Allusion - a reference to a ________________ event or ______________ in

Checklist- this is how I will be graded.

Lesson 4- The show must go on

1. ______On its last legs a. ignoring someone

3. ______Let bygones be bygones c. something is wearing out

4. ______The show must go on d. forgive and forget

5. ______Cold shoulder e. what you say does not matter as

Illustrate one of the above sayings in the space below.

Grading for review page

1. c On its last legs a. ignoring someone

2. e Actions speak louder than words b. it does not matter what

3. d Let bygones be bygones c. something is wearing out

4. b The show must go on d. forgive and forget

5. a Cold shoulder e. what you say does not matter

Illustrate one of the above sayings in the space below.

Answers will vary.

Grading for review page

Alliteration - r______________ of the ____________ consonant sounds.

Who rules the roost?

Who is in charge at home? ____________________________________

Who is charge in the classroom? __________________________________

Who is in charge on the playground? ________________________________

I would be a good person to rule the

Checklist- this is how I will be graded.

o Did I fill in each blank? (9 points) _____

o Did I use my best handwriting? (1 point) _____

1. When in Colorado, do as the Coloradoans do.

2. When at our school, do as our students do.

When you come to our school, do the following.

When in _____________________, do as the __________________do.

Punctuation and complete

Beggars Cant Be Choosers

Think of a time when you asked or begged for

This certificate celebrates

For the achievement of _____________________

You should receive a Feather in your Cap!

This certificate celebrates

For the achievement of _____________________

You should receive a Feather in your Cap!

One rotten apple spoils the whole barrel.

What do you think this saying means? (Write at least 2 sentences)

Checklist- this is how I will be graded.

*Allusion - a reference to a __ event or in

Alliteration - r__ of the consonant sounds.

When in ___, do as the do.

_______ than _.

____ then _.

1. _cOn its last legs a. forgive and forget

3. a_Let bygones be bygones c. something is wearing out

4. b_The show must go on d. ignoring someone

6. _jRule the Roost f. you should do whatever the

7. f_When in Rome do as the Romans do g. something you can be proud of

8. _hBeggars Cant be Choosers h. You shouldnt be picky about

9. _gFeather in your cap i. one person can ruin things

11. n_Clean bill of health k. unsure of the outcome

12. _lBeat around the bush l. avoiding a conversation

13. k_Touch and go m. Being pushed as far as you