⁣Lesson Plan: Cats Getting Scared (Funny)

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⁣Lesson Plan: Cats Getting Scared (Funny)

Grade Level: 3-5

Subject: English Language Arts

Duration: 45 minutes

Common Core State Standards:
- CCSS.ELA-LITERACY.RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
- CCSS.ELA-LITERACY.RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
- CCSS.ELA-LITERACY.L.5.5.B: Recognize and explain the meaning of common idioms, adages, and proverbs.

Lesson Objectives:
- Students will analyze and discuss funny videos or images of cats getting scared.
- Students will identify and explain the meaning of idioms or nonliteral language used in the videos or images.
- Students will describe the characters and events depicted in the videos or images using specific details.
- Students will create their own funny captions or dialogue for a selected video or image.

- Videos or images showcasing cats getting scared (pre-selected and age-appropriate)
- Whiteboard or chart paper
- Markers
- Paper or worksheets for students to write on
- Optional: access to devices/computers for students to search and find additional videos or images

1. Begin the lesson by showing students a funny video or image of cats getting scared. Engage the students in a discussion, asking them to describe what they see and what makes it funny.
2. Introduce the concept of idioms or nonliteral language. Explain to students that sometimes words or phrases can have a different meaning from their literal interpretation, and that idioms are a type of nonliteral language often used in humor.
3. Show students examples of idioms used in the video or image, and discuss their meanings. Write down the idioms and their meanings on the whiteboard or chart paper.
4. Divide the students into small groups and provide each group with a different video or image showcasing a cat getting scared. Instruct them to watch the video or examine the image closely and identify any idioms or nonliteral language used.
5. Have each group present their video or image to the class, explaining the idioms or nonliteral language they found and their meanings. Encourage them to describe the characters and events depicted in the video or image using specific details.
6. After each presentation, facilitate a class discussion on the funny aspects of the videos or images, focusing on the use of idioms or nonliteral language.
7. Instruct students to choose one of the videos or images and create their own funny captions or dialogue for it. Encourage them to incorporate idioms or nonliteral language into their captions or dialogue.
8. Give students time to write their captions or dialogue, and then share them with the class. Allow for laughter and enjoyment as students showcase their creative and humorous interpretations.
9. Conclude the lesson by discussing the importance of understanding idioms and nonliteral language in humor, and how these elements can enhance storytelling and communication.

- Assess students' understanding of idioms or nonliteral language, their ability to describe characters and events using specific details, and their creativity in creating funny captions or dialogue through their participation in class discussions and the quality of their written work.

Common Core State Standards Correlations:

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