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Levels
5- 8
Go Figure!
Exploring Figurative Language
Timothy Rasinski • Jerry Zutell • Melissa Cheesman Smith

Levels
5- 8
Go Figure!
Exploring Figurative Language
Timothy Rasinski, Ph.D.

Jerry Zutell, Ph.D.
Melissa Cheesman Smith, M.Ed.
Publishing Credits
Corinne Burton, M.A.Ed., President; Conni Medina, M.A.Ed., Managing Editor ; Emily Smith, M.A.Ed., Content Director;
Angela Johnson-Rogers, M.F.A., M.S.Ed., Editor; Lee Aucoin, Senior Graphic Designer; Kevin Pham, Graphic Designer;
Kyleena Harper, Assistant Editor
Image Credits
All images from iStock and Shutterstock.
Standards
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All
rights reserved.
Shell Education
A division of Teacher Created Materials
5301 Oceanus Drive
Huntington Beach, CA 92649-1030
http://www.tcmpub.com/shell-education
ISBN 978-1-4258-1626-1
©2017 Shell Education Publishing, Inc.
The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part
for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded
in any form without written permission from the publisher.
2 51626—Go Figure! Exploring Figurative Language © Shell Education

Table of Contents
Introduction and Research...............................................................................................4
How to Use This Series.....................................................................................................8
Science Theme Lessons
Earth, Moon, and Sun........................................................................................ 12
Forces and Motion............................................................................................. 18
Rocks and Stones.............................................................................................. 24
Light and Energy............................................................................................... 30
Invention......................................................................................................... 36
Social Studies Theme Lessons
Geography........................................................................................................ 42
Economics........................................................................................................ 48
Wars and Battles............................................................................................... 54
Ancient Civilizations and Lands.......................................................................... 60
Rulers and Power............................................................................................... 66
Mathematics Theme Lessons
Geometry......................................................................................................... 72
Numbers........................................................................................................... 78
Money.............................................................................................................. 84
Time................................................................................................................ 90
Measurement.................................................................................................... 96
Holiday Theme Lessons
New Year’s Day................................................................................................ 102
Valentine’s Day................................................................................................ 108
St. Patrick’s Day.............................................................................................. 114
Patriotic Days: Stars and Stripes........................................................................ 120
Thanksgiving.................................................................................................. 126
Appendices
Appendix A: References Cited........................................................................... 132
Appendix B: Additional Resources..................................................................... 133
© Shell Education 51626—Go Figure! Exploring Figurative Language 3

Introduction and Research
Figurative language is embedded in both written and oral language across all content areas.
Familiarizing students with common figures of speech enables them to better understand the world
around them in their reading and their social encounters. Figures of speech are a fun way to engage
students with phrases in your classroom through bulletin boards, interactive activities, and social
speech opportunities.
The overarching term figurative language encompasses words

or phrases that mean something more or different from their
literal definitions. Figurative language includes words used
in nonliteral ways through different figures of speech for the “Literal” vs. “Figurative”
purposes of enhancing language and making it livelier. There
are many types of figures of speech in the English language, Figurative meanings are
including idioms, proverbs, similes, metaphors, personification, often quite different from the
hyperbole, and oxymorons. (See page 7 for more information on literal meanings. The literal
the types of figures of speech.) Inferred meaning of a figurative meaning of a figure of speech
phrase is not something that students learn by dissecting the means exactly what each
individual words. Rather, students must study and understand word says. The figurative
the context of the words or phrases through reading, social meaning of a figure of speech
speech, and cultural experiences. implies or infers what the
phrase together says in a
This series was designed to make this important part of word different way, more than the
study interactive and relevant for students. So, when it comes surface or literal meaning.
to teaching vocabulary, don’t sit on the fence, don’t have cold
feet, and don’t try to pull any strings. Let us do the honors and
make heads or tails out of teaching figurative language for your
students. Before you know it, you’ll be standing on your own two
feet and teaching figurative language will be as comfortable as an
old shoe. Moreover, your students will fall head over heels in love
with figurative language as they read and write.
Content-Area Themes
When teachers merge literacy into content-area learning, students’ vocabularies are improved in
positive ways. While figures of speech are not meant to directly teach content, the meanings of the
words relate to the content the students are learning and allow students to see how words can play
on each other, often through multiple meanings.
Effective teachers can connect literacy to the content areas, which makes for authentic practice
and learning. By studying figurative language, and specifically idioms and proverbs, within the
content areas, students can associate these figures of speech to academic vocabulary and words they
hear in science, social studies, and mathematics. This book is divided into content-area themes so
students can connect learning about these idioms and proverbs to content-area vocabulary.

Introduction and Research (cont.)
Why Is Figurative Language Important?

Figurative language is part and parcel of oral and written language. Use of figures of speech goes
back thousands of years and allows writing to come alive in creative and engaging ways. English is
rich in idioms (Harris and Hodges 1995), an important type of figurative language. Since English
is filled with such language, it can be a challenge to understand (Blachowicz and Fisher 2014). This
is especially true for English language learners who have had even less exposure to experiences
involving the figurative meanings of phrases in the English language.
Every learner comes across figurative language that can be difficult to understand because they
have not been previously exposed to the figures of speech and/or were not told the meanings or
given sufficient clues to make sense of the figurative implications of the words. Children, by their
very nature of having limited life experiences, are more likely to encounter figurative language they
do not understand. Struggling readers have special difficulty with figurative language because they
lack textual experience with it and because their focus tends to be on unlocking the pronunciations
of individual words and accessing their literal meanings. English language learners have special
difficulty with figurative language because of a lack of English experience and because idioms rarely
translate directly from one language to another. Therefore, teachers need to spend time explicitly
teaching figurative language in the classroom.
The use of figurative language in writing is a characteristic

of high-quality literature (Blachowicz and Fisher 2014).
Authors include idioms and proverbs in their writing to clarify The Importance of
their messages and make the writing more interesting to Figurative Language
readers. Blachowicz and Fisher (2014) argue that authors use • Figurative language
figurative language, including unusual juxtapositions of words, saturates the English
to draw attention to and enlighten us about various aspects of language.
our world. However, if a reader is unfamiliar with the figurative
phrase in the text, then he or she is likely to have a poor or • Figurative language has a
limited understanding of those aspects. major impact on written
and oral comprehension.
Research indicates that children understand relatively • Figurative language adds
simple figures of speech in familiar contexts (e.g., similes a richness, color, and
and metaphors). As text increases in difficulty, the figures of creativity to reading,
speech being used become less familiar and more complex. writing, and thinking.
Thus, figurative language can contribute to difficulty in
comprehension of rigorous texts. This book focuses on some of
those items less familiar to children, especially in the form of
idioms and proverbs.

The Importance of Studying Figures of Speech

The National Reading Panel (2000) has identified vocabulary as an essential component of
effective literacy instruction. When students do not know the meanings of the words and phrases in
the texts they read, they are likely to experience difficulty in sufficiently understanding those same
texts. Some of the most difficult sentences to understand contain words and phrases that are not
meant to express their literal meanings but their figurative ones.
Figures of speech are found everywhere. Students need to be exposed to many different figures
of speech for general cultural awareness and to develop an understanding that not all words and
expressions are meant to be taken literally. Thus, the study of figurative language is certainly
worthwhile, as great awareness and understanding of such language structures can enhance students’
understanding of the texts they read. Despite the fact that today’s college and career readiness
standards recognize the importance of studying figurative language, most core reading or language
arts curricular programs do not provide adequate instructional coverage of figurative language.
Therefore, the Go Figure! Exploring Figurative Language series provides specific and engaging
instruction on figurative language for students. As students become more acquainted with figurative
language, reading comprehension and written composition will improve.
The major intent of this series is to improve students’ reading comprehension and overall reading
achievement. However, as noted earlier, high-quality writing is marked by the use of figurative
language. Thus, improving students’ writing skills is very likely to be a secondary benefit of using
Go Figure! Exploring Figurative Language. As students’ knowledge and use of figurative language
improves and expands, the quality of their writing will likely show measurable gains as well.
Steps to Introduce Figures of Speech

1. Read the figure of speech.
2. Think about the literal meaning of the phrase.
3. Predict the figurative meaning of the phrase.
4. Use resources to discover the meaning of the figure of speech.
5. Read the figure of speech in context, as it might be used in the text.
6. Talk about why an author might choose this figure of speech and how it
would affect the overall meaning of the text.

Def initions of Selected Figures of Speech

It’s easy to confuse the various types of figurative language. Although all these types of figures
of speech are not used in the book, this chart serves as a good reference for you and your students.
Definition Example
referring to a person, place, or thing
allusion She acted like a Scrooge.
without mentioning it directly
the substitution of a mild or

euphemism pleasant word for one considered The family dog passed away.
offensive
hyperbole an exaggerated statement I’m so hungry I could eat a horse!
a phrase that means something very

idiom He was as hungry as a bear.
different from the literal meaning
a statement or situation that is the That’s as strange as a pilot with a

irony
opposite of what you expect fear of heights.
a direct comparison between two

metaphor The moon is a mirror.
unlike things
The guilty pet sat in deafening
contradictory terms that appear side
oxymoron silence as her owner cleaned up the
by side
kitchen.
a statement that appears to
paradox The story was bittersweet.
contradict itself
an inanimate object is given human

personification The angry sea seethed endlessly.
qualities
a memorable saying based on facts Do unto others as you want done

proverb
and generally thought to be true unto you.
Fish are smart because they live in

pun a play on words
schools.
a comparison (usually formed with

simile Her eyes were as bright as the sun.
“like” or “as”) between two things

How to Use This Series
Activity Descriptions Science Earth, Moon, and Sun
Teacher Overview Page

Answer Key
Figures of Speech
Match That Figure! (page 13)
follow to the ends of the earth once in a blue moon
1. going to sleep early, often when
go to bed with the sun over the moon the sun goes down
2. very seldom; something that
make hay while the sun shines hardly ever happens
Purpose: This page provides organization for each unit. On this page you
3. doing something when you have
the opportunity
Overview 4. committing to someone you trust
Students will enjoy learning about Earth-, Moon- and and love forever
will find the following:

Sun-related figures of speech through the activities 5. extremely happy and pleased
in this section. For detailed instructions on how to Pictures will vary but should show
implement the activities in this lesson, see pages 8–10. an understanding for each figure of
Materials speech.
› copies of Earth, Moon, and Sun—Match That Figure!

(page 13) Would You Rather? (page 14)
1. The five figurative phrases used in the unit

› copies of Earth, Moon, and Sun—Would You Rather? Check sentences to be sure students’
(page 14) explanations answer the questions.
› copies of Earth, Moon, and Sun—Meaningful Words
(page 15)
Meaningful Words (page 15)
› copies of Earth, Moon, and Sun—Wacky Writing
1. B 2. A 3. B
2. Additional figures of speech for the theme

(page 16)
Challenge: Check sentences to be sure
contexts match the definitions chosen.
› copies of Earth, Moon, and Sun—Say What? 4. A 5. C 6. B
Extensions (page 17) Challenge: Check sentences to be sure
› scissors and glue contexts match the definitions chosen.
3. Answers for each lesson in the unit

Wacky Writing (page 16)
Students’ responses should accurately
Additional Figures of Speech answer each prompt and demonstrate
› down to earth understanding of the figurative
phrase.
4. Overview materials needed for the lessons in the unit

› heaven on earth
› salt of the earth Say What? Extensions (page 17)
› nothing new under the sun Check to see that students have
› fall off the face of the earth completed two of the three activities.
› think someone hung the moon
› the sun rises and sets on someone
› never let the sun catch you sleeping
Match That Figure!

Science Name __________________________ Date _____________
Earth, Moon, and Sun—Match That Figure!

Directions: Cut apart the definition cards. Glue each definition next to the correct phrase.
Then, draw a picture to represent each figurative phrase.
Purpose: Provide definitions and orient students to the meaning of each Phrases Definitions Pictures
figure of speech.
1. go to bed with
the sun
(proverb)
2. once in a
Preparation: Copy this page with nothing on the back, as it will be cut at
blue moon
(idiom)
the bottom.
3. make hay while
the sun shines
(proverb)
Procedure
4. follow to the ends
of the earth
(idiom)
5. over the moon
1. Have students cut apart the definitions at the bottom of the page. (idiom)
2. Explain each figure of speech while students glue each card next to doing
something
when you have
the opportunity
very seldom;
something that
hardly ever
happens
extremely
happy and
pleased
going to sleep
early, often
when the sun
goes down
committing to
someone you
trust and love
forever
its corresponding figure of speech. Or, allow students to match the © Shell Education 51626—Go Figure! Exploring Figurative Language 13
definitions with the figures of speech first and then discuss them.
3. Tell students to draw pictures to help them remember the figurative
meanings of the figures of speech.
4. This sheet is great for students to reference while completing the
other activities.
Would You Rather?

Earth, Moon, and Sun—Would You Rather?

Directions: Read and answer each question.
Purpose: Allow students to practice using the figures of speech in context. 1. Would you rather follow a president or your best friend to the ends of the earth? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Preparation: Copy the activity page and distribute to students. 2. Would you rather go to bed with the sun or wake up with the sun? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Procedure 3. Would you rather eat ice cream or spinach once in a blue moon? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
1. Have students read each sentence provided and choose the figure of 4. Would you rather be over the moon about giving gifts to people or receiving gifts from
people? Why?
speech that best completes each sentence.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. At the end, have students create their own sentences using the figure of
5. Write your own question using the phrase make hay while the sun shines.
________________________________________________________________________________
________________________________________________________________________________
speech not used in one of the previous sentences. (If a student chooses
________________________________________________________________________________
an incorrect figure of speech in a previous sentence and then writes a 14 51626—Go Figure! Exploring Figurative Language © Shell Education
sentence with the wrong figure of speech, he or she should still be given
credit for the correct sentence.)

How to Use This Series (cont.)
Activity Descriptions (cont.)

Meaningful Words Earth, Moon, and Sun—Meaningful Words

Directions: For each sentence, write the letter of the correct definition.
Then, create your own sentence using the selected word.
A. blue (adjective): a color, often described as a clear sky
Purpose: Provide exploration of multiple meanings of words in

once in a blue moon
B. blue (adjective): feeling sad or down in spirits
____ 1. Tim became blue when he noticed it might rain on his birthday.
context. Note: Sometimes, the words will have very close meanings ____ 2. Melissa was excited to paint her room blue and turquoise.
____ 3. Jerry felt blue after he saw his poor grades on his report card.
but are different parts of speech. For example, students may have to Challenge: Choose a definition, and write a sentence using the word blue.
___________________________________________________________________________________
___________________________________________________________________________________
choose between “doctor” as a person or an action. This helps students ___________________________________________________________________________________
pay attention to detail and use familiar words in new ways.

A. shine (verb): the act of polishing an object to make it
glisten
make hay while
the sun shines B. shine (noun): the light coming off an object
C. shine (verb): to be good at something and stand out
____ 4. Karen worked diligently trying to shine her shoes to be ready for the dance.
Preparation: Copy the activity page or display it for the class to view. ____ 5. Terry’s skills in reading allowed her to shine in class and advance to chapter books.
____ 6. Julio was blinded by the shine coming off the newly painted car.
Procedure
Challenge: Choose a definition, and write a sentence using the word shines.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
1. For each activity set, have students read the chosen word © Shell Education 51626—Go Figure! Exploring Figurative Language 15
and review the different meanings of the word. Note: Specific

definitions were chosen for each word but not every common
definition was used.
2. Have students choose which definition matches how the word is
used in the context of each sentence. Students can underline or
highlight which words they used as context clues to aid in choosing
a definition.
3. For the challenge activity, students choose one definition and write
a sentence that correctly shows context for the meaning of the
word with the chosen definition.
Wacky Writing
Earth, Moon, and Sun—Wacky Writing
Directions: Read and answer each prompt.
1. Describe two people you would follow to the ends of the earth. Then, explain why you
would choose them.
Purpose: Practice the meanings of the figures of speech through

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
application in writing. 2. Explain three benefits of going to bed with the sun.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Preparation: Copy the activity page or display it for the class to view. 3. Describe two things you only do once in a blue moon.
________________________________________________________________________________
________________________________________________________________________________
Procedure
________________________________________________________________________________
4. Write about something you could do to make hay while the sun shines if you had an extra
hour each day.
________________________________________________________________________________
________________________________________________________________________________
1. Have students read and answer each prompt. ________________________________________________________________________________
5. Describe something you could receive in the mail that you would be over the moon about.
2. Answers will vary, and correct completion is based on correct

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
application of the figure of speech in the answer. 16 51626—Go Figure! Exploring Figurative Language © Shell Education

Activity Descriptions (cont.)

Say What? Extensions Earth, Moon, and Sun—Say What? Extensions

Directions: Choose two activities to complete.
Purpose: Apply knowledge of the figures of speech through critical

go to bed with the sun over the moon
make hay while the sun shines
thinking, language practice, and creativity during challenging and fun Read All About It! Mime Time
activities. With a partner, pretend you work for

a news organization and have to write
one paragraph about something that
happened in your town. The story
Take turns acting out all five of the
figures of speech with your partner
or group members. You may only act
out the clues with body language and
should contain at least two of this week’s gestures. You may not use your voice!
figures of speech.
Preparation: Read each activity ahead of time to determine what supplies Say It, Don’t Spray It!
Work with a small group to write and
the students may need, and have these supplies available to the students
tell a story that includes all five figures
of speech. One person begins the story.
Then, each person takes a turn adding an
idea to the story. Continue the story until
all figures of speech have been used and
(e.g., flashcards, markers).

the story comes to an end.
over the moon
Procedure © Shell Education 51626—Go Figure! Exploring Figurative Language 17
1. Have students select and complete two of the three activities provided.
Some activities are completed individually, while others are completed with
partners or in small groups.
2. Optional: You may decide to have students choose only one activity, or
complete all activities if time permits.
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based. As part of this effort, we have correlated all of our products to the academic standards of all
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Purpose and Intent of Standards

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and comprehensive standards. Standards are statements that describe the criteria necessary for
students to meet specific academic goals. They define the knowledge, skills, and content students
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educators can be assured they meet state academic requirements.
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If you require assistance in printing correlation reports, please contact our Customer Service
Department at 1-877-777-3450.

Extension Activities Descriptions

Each extension activity focuses on one type of learning: visual, kinesthetic, auditory, linguistic, spatial,
intrapersonal, or interpersonal. This chart explains each extension activity in this book.
Extension Type of Learning Explanation

Act out each figure of speech using body motions for a peer
Actor’s Studio kinesthetic
to guess.
Create a comic strip to demonstrate the humor of misunderstanding
Comic Strip visual
a figure of speech and how that can lead to confusion.
Write a dialogue to practice applying the meaning of each
Conversation Starter linguistic, interpersonal
figure of speech.
Example and To gain a better understanding of the meanings, think, write,
linguistic
Non-example and discuss examples and non-examples of figures of speech.
The Extra Mile interpersonal, kinesthetic Use the phrase to go the extra mile in everyday situations.
Using creativity, draw literal and figurative interpretations of
Figurative and Literal kinesthetic
figures of speech.
Friendly Letter interpersonal Write a friendly letter using the term solid as a rock.
Practice matching each definition to its corresponding phrase
Matching Game kinesthetic
in a fun and engaging way.
Test memory and understanding of the figures of speech by
Memory Game kinesthetic
using index cards to paraphrase the definitions.
Use body language and gestures to show comprehension of
Mime Time kinesthetic
figures of speech.
Use the phrase no man is an island to complete a creative
No Man Is an Island intrapersonal
writing activity.
Create a rhyming poem, verse, or song to define each figure
Poetry Time musical, linguistic
of speech.
Write a creative short story for a newspaper using at least two
Read All About It auditory, linguistic
figures of speech.
Say It, Don’t Spray It! linguistic Write a short story using all the figures of speech.
Short Story linguistic Use at least two figures of speech to write a personal story.
Tell Me a Tale linguistic Construct a fairy tale using multiple figures of speech.
Apply the phrase light at the end of the tunnel to a
Tunnel Vision kinesthetic, intrapersonal
personal goal.
Word Association linguistic Associate one or two words with each figure of speech.
Use a figure of speech to construct a Valentine’s Day card for a
Valentine’s Day Card linguistic, interpersonal
historical couple.

Science Earth, Moon, and Sun
Answer Key
Figures of Speech
1. going to sleep early, often when
go to bed with the sun over the moon the sun goes down
2. very seldom; something that
make hay while the sun shines hardly ever happens
3. doing something when you have
the opportunity
Overview 4. committing to someone you trust
Students will enjoy learning about Earth-, Moon- and and love forever
Sun-related figures of speech through the activities 5. extremely happy and pleased
Materials speech.
› copies of Earth, Moon, and Sun—Match That Figure!

(page 13) Would You Rather? (page 14)
› copies of Earth, Moon, and Sun—Would You Rather? Check sentences to be sure students’
› copies of Earth, Moon, and Sun—Meaningful Words
(page 15)
› copies of Earth, Moon, and Sun—Wacky Writing
1. B 2. A 3. B
(page 16)
› copies of Earth, Moon, and Sun—Say What? 4. A 5. C 6. B
Extensions (page 17) Challenge: Check sentences to be sure
› scissors and glue contexts match the definitions chosen.

› down to earth understanding of the figurative
phrase.
› heaven on earth
› salt of the earth Say What? Extensions (page 17)
› nothing new under the sun Check to see that students have
› fall off the face of the earth completed two of the three activities.
› think someone hung the moon
› the sun rises and sets on someone
› never let the sun catch you sleeping

Earth, Moon, and Sun—Match That Figure!

Phrases Definitions Pictures
1. go to bed with
the sun
(proverb)
2. once in a
blue moon
(idiom)
3. make hay while

the sun shines
(proverb)
4. follow to the ends

of the earth
(idiom)
5. over the moon

(idiom)
doing very seldom; going to sleep committing to

extremely
something something that early, often someone you
happy and
when you have hardly ever when the sun trust and love
pleased
the opportunity happens goes down forever

Earth, Moon, and Sun—Would You Rather?

1. Would you rather follow a president or your best friend to the ends of the earth? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Would you rather go to bed with the sun or wake up with the sun? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Would you rather eat ice cream or spinach once in a blue moon? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. Would you rather be over the moon about giving gifts to people or receiving gifts from
people? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. Write your own question using the phrase make hay while the sun shines.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Earth, Moon, and Sun—Meaningful Words

A. blue (adjective): a color, often described as a clear sky

once in a blue moon
B. blue (adjective): feeling sad or down in spirits
�� 1. Tim became blue when he noticed it might rain on his birthday.
�� 2. Melissa was excited to paint her room blue and turquoise.
�� 3. Jerry felt blue after he saw his poor grades on his report card.
Challenge: Choose a definition, and write a sentence using the word blue.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
A. shine (verb): the act of polishing an object to make it

glisten
make hay while
the sun shines B. shine (noun): the light coming off an object
C. shine (verb): to be good at something and stand out
�� 4. Karen worked diligently trying to shine her shoes to be ready for the dance.
�� 5. Terry’s skills in reading allowed her to shine in class and advance to chapter books.
�� 6. Julio was blinded by the shine coming off the newly painted car.
Challenge: Choose a definition, and write a sentence using the word shines.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Earth, Moon, and Sun—Wacky Writing

1. Describe two people you would follow to the ends of the earth. Then, explain why you
would choose them.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Explain three benefits of going to bed with the sun.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Describe two things you only do once in a blue moon.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. Write about something you could do to make hay while the sun shines if you had an extra
hour each day.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. Describe something you could receive in the mail that you would be over the moon about.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Earth, Moon, and Sun—Say What? Extensions

go to bed with the sun over the moon
make hay while the sun shines
Read All About It! Mime Time

With a partner, pretend you work for Take turns acting out all five of the
a news organization and have to write figures of speech with your partner
one paragraph about something that or group members. You may only act
happened in your town. The story out the clues with body language and
should contain at least two of this week’s gestures. You may not use your voice!
figures of speech.
Say It, Don’t Spray It!

Work with a small group to write and
tell a story that includes all five figures
of speech. One person begins the story.
Then, each person takes a turn adding an
idea to the story. Continue the story until
all figures of speech have been used and
the story comes to an end.
over the moon

Science Forces and Motion
Answer Key
Figures of Speech
asleep at the wheel set the wheels in motion
1. people who talk or complain the
have a screw loose the squeaky wheel gets the oil most get what they want
2. to get started on a project or
put your shoulder to the wheel activity
3. to work with a lot of effort to
accomplish a task
4. to act a little silly or crazy,
Overview sometimes seeming foolish
Students will enjoy learning about forces- and 5. not paying attention to the task
motion‑related figures of speech through the activities at hand
speech.
Materials
› copies of Forces and Motion—Match That Figure! Would You Rather? (page 20)
(page 19) Check sentences to be sure students’
› copies of Forces and Motion— Would You Rather? explanations answer the questions.
(page 20)
› copies of Forces and Motion—Meaningful Words Meaningful Words (page 21)
(page 21) 1. A 2. B 3. A
› copies of Forces and Motion—Wacky Writing Challenge: Check sentences to be sure
(page 22) contexts match the definitions chosen.
4. B 5. B 6. A
› copies of Forces and Motion—Say What? Extensions
(page 23)
› scissors and glue
answer each prompt and demonstrate
Additional Figures of Speech understanding of the figurative phrase.
› third/fifth wheel
Say What? Extensions (page 23)
› reinvent the wheel
Check to see that students have
› drive a wedge between completed two of the three activities.
› throw a wrench in the works
› wedge in between something
› get your head screwed on straight

Forces and Motion—Match That Figure!

1. the squeaky
wheel gets the oil
(proverb)
2. set the wheels

in motion
(idiom)
3. put your shoulder

to the wheel
(idiom)
4. have a
screw loose
(idiom)
5. asleep at
the wheel
(idiom)
people
to act a little to work with
to get started who talk or not paying
silly or crazy, a lot of effort
on a project complain the attention to the
sometimes to accomplish
or activity most get what task at hand
seeming foolish a task
they want

Forces and Motion—Would You Rather?

1. Would you rather set the wheels in motion to begin your own business or produce your
own movie? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Would you rather be a squeaky wheel or wait quietly when you want something? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Would you rather be asleep at the wheel while in school or working at home? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. Would you rather procrastinate or put your shoulder to the wheel to get an important
project completed? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. Write your own question using the phrase have a screw loose.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Forces and Motion—Meaningful Words

Directions: For each sentence, write the letter of the correct definition. Then,
create your own sentence using the selected word.
set the wheels A. set (verb): to put something down in a particular place
in motion B. set (noun): a group of things that go together
�� 1. Lydia set the antique vase next to the auburn lamp on the coffee table.
�� 2. Dave grabbed his set of golf clubs from the closet before heading out the door.
�� 3. Brian set the baby down in the crib gently so he wouldn't wake up.
Challenge: Choose a definition, and write a sentence using the word set.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
A. wheel (noun): a circular shape

asleep at the wheel
B. wheel (verb): to cause to move, roll, or spin around
�� 4. The caterers wheeled out the appetizers just in time for the large, hungry crowd.
�� 5. Jackie wheeled around when she heard the loud banging in the hallway.
�� 6. Muhammad replaced the wheel on his bicycle because it was torn.
Challenge: Choose a definition, and write a sentence using the word wheel.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Forces and Motion—Wacky Writing

1. Describe a time it would be bad to be asleep at the wheel.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Explain in what situation it would be good to put your shoulder to the wheel.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Describe a time when you were the squeaky wheel and got the oil.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. Recount a time when you were a leader and set the wheels in motion on a task.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. Describe a time when you thought someone had a screw loose. What was he or she
doing?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Forces and Motion—Say What? Extension

asleep at the wheel set the wheels in motion

have a screw loose the squeaky wheel gets the oil
put your shoulder to the wheel
Figurative and Literal Word Association

Choose one figure of speech. Using Choose one word to associate with
a sheet of paper folded in half, write each figure of speech. Then, find a
“literal” and “figurative” at the top of partner and quiz each other to see who
each side. Under “literal,” draw your can solve which figures of speech are
interpretation of the literal meaning of associated with the words you have
the figure of speech. Under “figurative,” chosen. For example, you can choose
draw your interpretation of the figurative “storm” if the figure of speech is it’s
meaning of the figure of speech. Write raining cats and dogs.
the figure of speech on the back of your
paper.
Example and
Non-Example
Choose one figure of speech. Then, write
two sentences using the figure of speech
appropriately and two using the figure of
speech incorrectly. Read the four sentences
to a partner and have him or her figure out
which two sentences are good examples
and which two sentences are non-examples.
have a screw loose

Science Rocks and Stones

Figures of Speech 1. very dependable person
between a rock and a hard place carved in stone 2. people should not criticize others
for faults they have themselves
leave no stone unturned solid as a rock 3. deciding between two unpleasant
options
people who live in glass houses shouldn’t throw stones
4. to exhaust every possibility in
achieving a goal
5. something that is permanent
Pictures will vary but should show
Overview an understanding for each figure of
Students will enjoy learning about rock- and speech.
stone‑related figures of speech through the activities
in this section. For detailed instructions on how to Would You Rather? (page 26)
implement the activities in this lesson, see pages 8–10.
Check sentences to be sure students’
Materials explanations answer the questions.
› copies of Rocks and Stones—Match That Figure! Meaningful Words (page 27)
(page 25)
1. B 2. C 3. A
› copies of Rocks and Stones— Would You Rather? Challenge: Check sentences to be
(page 26) sure contexts match the definitions
› copies of Rocks and Stones—Meaningful Words chosen.
(page 27) 4. B 5. B 6. A
› copies of Rocks and Stones—Wacky Writing (page 28) Challenge: Check sentences to be
sure contexts match the definitions
› copies of Rocks and Stones—Say What? Extensions chosen.
(page 29)
› scissors and glue Wacky Writing (page 28)
understanding of the figurative
phrase.
Additional Figures of Speech
› on the rocks Say What? Extensions (page 29)
› heart of stone Check to see that students have
completed two of the three activities.
› stepping stones
› hit rock bottom
› stone’s throw away
› kill two birds with one stone

Rocks and Stones—Match That Figure!

1. solid as a rock
(idiom)
2. people in glass
houses shouldn’t
throw stones
(idiom)
3. between a rock
and a hard place
(idiom)
4. leave no
stone unturned
(idiom)
5. carved in stone
(idiom)
people should
to exhaust deciding
very not criticize
something that every possibility between two
dependable others for
is permanent in achieving unpleasant
person faults they have
a goal options
themselves

Rocks and Stones—Would You Rather?

1. Following the idiom between a rock and a hard place, would you
rather get an A in math or get a B while helping a friend do better? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Would you rather leave no stone unturned looking for the perfect pair of jeans or the
perfect pair of sunglasses? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Would you rather have a best friend who is solid as a rock or a best friend who is
sometimes not there to support you?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. If a decision had to be carved in stone, would you rather have your parents choose your
career or who you can date? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. Write your own question using the phrase people who live in glass houses shouldn’t
throw stones.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Rocks and Stones—Meaningful Words

A. rock (noun): a mass of mineral matter formed as a

stone
solid as a rock B. rock (verb): to move or sway back and forth
C. rock (verb): to stir up
�� 1. Dario gently rocked his baby brother to sleep.
�� 2. The crowd was ready to rock as they waited for the artist to come on stage.
�� 3. Linda enjoyed finding rocks at the park to add to her growing collection.
Challenge: Choose a definition, and write a sentence using the word rock.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
people who live in A. house (noun): a building in which people live,

glass houses shouldn’t worship, or perform
throw stones B. house (verb): to provide storage or shelter
�� 4. The library was so large that it was able to house over a million books.
�� 5. To keep his apartment neat, Karl bought a new container to house his boots.
�� 6. The houses on the street were going to be torn down to build a new freeway.
Challenge: Choose a definition, and write a sentence using the word houses.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Rocks and Stones—Wacky Writing

1. Describe three rules of friendship that you think should be carved in stone.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Share a time when you were stuck between a rock and a hard place and what you
decided to do.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Name a time in which you left no stone unturned to accomplish a goal.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. List five people in your life you think are solid as a rock.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. Since people who live in glass houses shouldn’t throw stones, name three things for which
you would never criticize someone else.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Rocks and Stones—Say What? Extensions

between a rock and a hard place carved in stone
leave no stone unturned solid as a rock
people who live in glass houses shouldn’t throw stones
Short Story Poetry Time

Write a short description of something Choose one of the figures of speech.
that recently happened to you using Then, create a short poem or rap with
two of the figures of speech. Be sure eight lines that would help someone
the figures of speech are used correctly. younger than you understand the
Underline them when you are finished. meaning of the figure of speech. You
can use the definition, examples, and
your own creativity to make it fun and
interesting.
Friendly Letter
Write a friendly letter to someone who
has always been solid as a rock in your
life. Tell that person why you appreciate
him or her. Be sure to use the phrase
solid as a rock in your letter. If you
have the chance, mail the letter to the
recipient.
solid as a rock

Science Light and Energy
Answer Key
Figures of Speech
the darkest hour is just light a fire under Match That Figure! (page 31)
before dawn 1. being close to the end of a
difficult task or situation
haven’t seen the light light at the end of the 2. information that isn't available
of day tunnel or known to most people
3. when things get really
many hands make light work difficult, they might be about
to turn around or improve
4. urge someone to work harder
5. if everyone helps with a large
Overview task, it gets finished easily and
quickly
Students will enjoy learning about light- and energy-
related figures of speech through the activities in this
an understanding for each figure of
section. For detailed instructions on how to implement
speech.
the activities in this lesson, see pages 8–10.
Materials Would You Rather? (page 32)

› copies of Light and Energy—Match That Figure! Check sentences to be sure students’
› copies of Light and Energy—Would You Rather?
(page 32) Meaningful Words (page 33)
› copies of Light and Energy—Meaningful Words 1. C 2. A 3. B
(page 33) Challenge: Check sentences to be
sure contexts match the definitions
› copies of Light and Energy—Wacky Writing (page 34) chosen.
› copies of Light and Energy—Say What? Extensions 4. B 5. A 6. C
(page 35) Challenge: Check sentences to be
› scissors and glue sure contexts match the definitions
chosen.

› dark horse understanding of the figurative
› light years phrase.
› light as a feather Say What? Extensions (page 35)

› keep someone in the dark Check to see that students have

Light and Energy—Match That Figure!

1. light at the end of

the tunnel
(idiom)
2. haven’t seen the

light of day
(idiom)
3. the darkest
hour is just
before dawn
(proverb)
4. light a fire under

(idiom)
5. many hands
make light work
(proverb)
when things get

information
really difficult, if everyone helps being close to
that is not
they might with a large task, the end of a urge someone
available or
be about to it gets finished difficult task or to work harder
known to most
turn around or easily and quickly situation
people
improve

Light and Energy—Would You Rather?

1. Would you rather have your report card see the light of day or disappear forever? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Would you rather have your parents or your friends light a fire under you to get your
homework done? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Would you rather see a light at the end of the tunnel or quit a task while no one is
watching? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. Since many hands make light work, would you rather be in charge of delegating the task
or be the worker delegated a big task? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. Write your own question using the phrase the darkest hour is just before dawn.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Light and Energy—Meaningful Words

A. fire (noun): a burning material

light a fire under B. fire (verb): to start up
C. fire (verb): to terminate someone’s employment
�� 1. Due to the company losing funding, it had to fire half its employees.
�� 2. The snow falling outside called for the first fire of the season in the fireplace.
�� 3. Larry fired up the computer to start on his project.
Challenge: Choose a definition, and write a sentence using the word fire.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
A. light (noun): an illuminating source

many hands make B. light (adjective): pale in color
light work
C. light (verb): to ignite or set to burn
�� 4. The school children could see the storm turn the light blue sky dark gray.
�� 5. The light from the new bulb was so strong Sarah had to squint.
�� 6. There was a power outage in her town, and Felicia was forced to light candles.
Challenge: Choose a definition, and write a sentence using the word light.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Light and Energy—Wacky Writing

1. Explain a task for which you would need someone to light a

fire under you to complete.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Describe something you would not want to see the light of day because it would
embarrass you.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Describe a time when you felt like you were experiencing the darkest hour just
before dawn.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. Name three household chores that you would accept help to do since many hands make
light work.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. Describe something that took a long time for you to finish and at what point you saw the
light at the end of the tunnel.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Light and Energy—Say What? Extensions

light at the end of the tunnel light a fire under

haven’t seen the light of day many hands make light work
the darkest hour is just before dawn
Tunnel Vision Comic Strip

Illustrate an example of the phrase Create a short four- to six-frame comic
light at the end of the tunnel. Draw strip with sketches or simple pictures.
a large tunnel on a piece of paper. At Show the humor of one character
the end of the tunnel, write down a using a figure of speech and the other
goal you recently accomplished. Then, character taking it literally.
list everything you had to do to reach
this goal along the walls of the tunnel.
Finally, underline the event, or “light,”
that helped you know you were close to
accomplishing your goal.
Actor’s Studio
In a small group, brainstorm five
additional figures of speech. Write this
week’s figures of speech and the five
additional figures of speech on small slips
of paper. Then, divide into two teams and
play a short game of charades using the
figures of speech as the secret phrases.
light a fire under

Science Invention
Answer Key
Figures of Speech
make something up out necessity is the
1. you are more likely to figure out
of whole cloth mother of invention
how to do something when you
break new ground reinvent the wheel really need to
2. to create something that someone
teach an old dog new tricks else already has
3. it’s difficult to try and change
someone’s longtime habits or teach
him or her a new skill
Overview 4. to invent a complete story or
Students will enjoy learning about invention-related explanation from nothing
figures of speech through the activities in this section.
5. to start or invent something
For detailed instructions on how to implement the
nobody else has before
activities in this lesson, see pages 8–10.
Materials an understanding for each figure of
speech.
› copies of Invention—Match That Figure! (page 37)
› copies of Invention—Would You Rather? (page 38)
Would You Rather? (page 38)
› copies of Invention—Meaningful Words (page 39)
Check sentences to be sure students’
› copies of Invention—Wacky Writing (page 40) explanations answer the questions.
› copies of Invention—Say What? Extensions (page 41)
› scissors and glue
1. A 2. A 3. B
› index cards Challenge: Check sentences to be sure
4. A 5. B 6. A
Additional Figures of Speech Wacky Writing (page 40)
› create a stir Students’ responses should accurately
› create a stink answer each prompt and demonstrate
understanding of the figurative phrase.
› create an uproar
› that’s a new one Say What? Extensions (page 41)
› a new slant on something Check to see that students have

Invention—Match That Figure!

1. necessity is
the mother of
invention
(proverb)
2. reinvent the
wheel
(idiom)
3. you can’t teach

an old dog
new tricks
(proverb)
4. make something
up out of
whole cloth
(idiom)
5. break new
ground
(idiom)
it’s difficult to you are more

to start
try and change likely to figure to create to invent a
or invent
someone’s out how to something that complete story
something
longtime habits do something someone else or explanation
nobody else
or teach him or when you really already has from nothing
has before
her a new skill need to

Invention—Would You Rather?

1. Would you rather reinvent the wheel and design your own MP3 player or buy one
someone else designed? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Would you rather have to teach an old dog new tricks by yourself or with a friend? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. If your best friend was in trouble, would you rather make something up out of whole cloth
to protect him or her, or tell the truth? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. Would you rather break new ground by writing your own song or creating a new
sport? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. Write your own question using the phrase necessity is the mother of invention.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Invention—Meaningful Words
necessity is the mother A. mother (noun): a female parent

of invention B. mother (verb): to care for
�� 1. My mother and grandfather came with me to every dance practice.
�� 2. Her instinct as a mother kicked in so she checked in on her son at the party.
�� 3. The cat mothered her five kittens by bathing them with her own tongue.
Challenge: Choose a definition, and write a sentence using the word mother.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
you can’t teach an old A. trick (noun): a prank or stunt to fool someone
dog new tricks B. trick (noun): a clever or ingenious technique
�� 4. The magician stunned the audience with a complicated trick.
�� 5. Paul showed off the new tricks he learned on his skateboard.
�� 6. Julia always played funny tricks on her younger sister.
Challenge: Choose a definition, and write a sentence using the word tricks.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Invention—Wacky Writing
1. Describe a time when you felt you were trying to teach an old dog new tricks.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Name three things you used this morning on which you wouldn’t waste your time
reinventing the wheel and re-creating your own.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Describe a time you broke new ground and came up with an idea that nobody had ever
thought of before.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. Share a time you needed to make something up out of whole cloth to avoid getting in
trouble for something you had done.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. Describe a time when you had to figure out how to do something right on the spot
because necessity is the mother of invention.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Invention—Say What? Extensions

make something up out of necessity is the mother

whole cloth of invention
break new ground reinvent the wheel
teach an old dog new tricks
Matching Game Comic Strip

Create a matching game with a partner. Create a short four- to six-frame comic
Using 10 index cards, write each figure strip with sketches or simple pictures.
of speech on one card and your own Show the humor of one character
definition for each phrase on another using a figure of speech and the other
card. Mix up all the cards. Time how character taking it literally.
long it takes you to match each figure
of speech with its definition. Have your
partner try to beat your time. Each
person goes twice to see who can
achieve the fastest time.
Conversation Starter
Create a dialogue between you and
a friend using at least three figures of
speech. Write down your conversation.
reinvent the wheel

Social Studies Geography
Answer Key
Figures of Speech
go off in different directions move mountains
1. two or more people having different
put something on the map no man is an island ideas of how to do something
2. human beings must depend on each
wait until the coast is clear other for some things
3. achieving something that is very
difficult
4. wait until there is no visible danger
Overview before doing something
Students will enjoy learning about geography-related 5. to make a person, place, or thing
figures of speech through the activities in this section. famous or popular
For detailed instructions on how to implement the Pictures will vary but should show
activities in this lesson, see pages 8–10. an understanding for each figure of
speech.
Materials
› copies of Geography—Match That Figure! (page 43) Would You Rather? (page 44)
› copies of Geography—Would You Rather? (page 44) Check sentences to be sure students’
› copies of Geography—Meaningful Words (page 45) explanations answer the questions.
› copies of Geography—Wacky Writing (page 46)
› copies of Geography—Say What? Extensions (page 47)
1. A 2. B 3. B
› scissors and glue Challenge: Check sentences to be sure
4. C 5. A 6. B
Additional Figures of Speech
› test the waters
› live off the land
› dead in the water understanding of the figurative phrase.
› fish in troubled waters
› a step in the right direction Say What? Extensions (page 47)
› the tide has turned Check to see that students have

Social Studies Name ________________________ Date ___________
Geography—Match That Figure!

Figures of speech Definitions Pictures
1. go off in different
directions
(idiom)
2. no man is an
island
(proverb)
3. move mountains
(idiom)
4. wait until the

coast is clear
(idiom)
5. put something on
the map
(idiom)
wait until two or more

human beings to make a
there is no achieving people having
must depend person, place,
visible danger something that different ideas
on each other or thing famous
before doing is very difficult of how to do
for some things or popular
something something

Social Studies Name ________________________ Date ___________
Geography—Would You Rather?

1. Would you rather make your friends or yourself famous by putting either you or them on
the map? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Would you rather move mountains for something or for someone you feel strongly
about? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Would you rather go off in a different direction by wearing a unique hairstyle or a unique
outfit? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. Would you rather wait until the coast is clear to open a Christmas present early or sneak a
piece of cake? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. Write your own question using the phrase no man is an island.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

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91. See this Bulletin, Vol. IV, p. 108, and Vol. V, p. 63.
92. In citing this and the next form as races of cinereus, I follow Mr. Henshaw,
with whose views respecting the affinity of the three birds I fully agree.
93. This Bulletin, Vol. VII, p. 26.
94. The question of the relationship which M. cooperi, M. erythrocercus, M.
mexicanus and M. crinitus bear to one another, and that of the respective names
which should be used for each, has been recently discussed at some length. (See
Bull. U. S. Geolog. Surv., Vol. IV, pp. 32–33; ibid., Vol. V, No. 3, pp. 402–404;
Proc. U. S. Nat. Mus., Vol. 1, p. 139; and ibid., Vol. 3, pp. 13–15.) While I cannot
claim to have personally investigated the points at issue, I am at present inclined to
follow Mr. Ridgway’s ruling, at least so far as M. cooperi is concerned.
95. This Bulletin, Vol. VI, p. 252.
96. This Bulletin, Vol. VI, p. 252.
97. See this Bulletin, Vol. I. pp. 14–17 and 75–76, and Vol. V, pp. 20–25.
98. Proceedings U. S. Nat. Mus., Vol. I, p. 142.
99. This Bulletin, Vol. VI, pp. 69–72.
100. See Bull. U. S. Geol. Surv., Vol. V, Art. 5.
101. Of Grallatores, Lamellirostres, etc., I can give only a very incomplete list,
as I have never had favorable opportunity to observe these birds.
102. Typical; the occurrence of both forms seems at first thought anomalous,
but migratorius may be a migrant from Alaska, where it is the representative bird.
103. Var. nov. See page 228 of this number.
104. Nearly typical, but showing slight approaches to var. oregonus.
105. Typical, and not approaching var. caurinus of the coast region.
106. Typical.
107. One specimen, with a complete red nuchal band.
108. See my late paper on this Owl (this Bulletin, Vol. VII, pp. 27–33). Six
examples in the present collection offer no new points affecting the position there
taken.
109. Slightly aberrant; see remarks under B. saturatus (p. 230).
110. See remarks under A. atricapillus (pp. 231, 232).
111. As Mr. Ridgway has lately pointed out, Cassin’s pacificus was clearly
based on specimens of subarcticus, a very distinct race first recognized by Hoy in
1852. Hence the name pacificus must give place to saturatus, proposed by Mr.
Ridgway for “a northern littoral form, of very dark colors.”
112. The supposed adult, described by Mr. Ridgway in the “History of North
American Birds” (Vol. III, p. 148), proves to be an immature bird in its second
year. The real adult, however, was figured in the second edition of this work.
113. “Darker (brownish-black) markings prevailing in extent over the lighter
(nearly clear white) ones. Stripes beneath broad, brownish-black; those on the
flanks cordate and transverse.”
114. The type of the adult striatulus has turned out to be merely a light-
colored, faintly marked example of atricapillus.
115. See this Bulletin, Vol. VII, pp. 120, 121.
116. See this Bulletin, Vol. VI, p. 246.
117. The Coues Check List of North American Birds. Second Edition, Revised
to Date, and entirely Rewritten, under Direction of the Author, with a Dictionary of
the Etymology, Orthography, and Orthoëpy of the Scientific Names, the
Concordance of previous Lists, and a Catalogue of his Ornithological Publications.
[Monogram.] Boston. Estes and Lauriat. 1882. 1 vol. imp. 8vo. pp. 165.
118. The 10 species retired are: Ægiothus fuscescens; Centronyx
ochrocephalus; Sphyropicus williamsoni; Lampornis mango; Agyrtria linnæi;
Momotus cœruleiceps; Ibis thalassina; Ardea wuerdemanni; Sterna “longipennis”
(S. pikii Lawr.); Podiceps cristatus. The list of added species (too long to print
here) is given on pp. 6–8 and 10 of the Check List.
119. Proc. U. S. Nat. Mus., June, 1882, pp. 28–43.
120. This Bulletin, Vol. VII, pp. 178, 179.
121. While it is unfortunate that there should be two check lists of North
American birds, Dr. Coues’s right to publish his views in this form was undeniably
established when his first list was issued and accepted. Moreover, we see no reason
why others should be debarred from the same privilege, and we fancy that a third
list, representing a different and more conservative school of thought, especially in
the matter of nomenclature, would have a large following. As regards a choice of
names, in the comparatively few cases where the present authorities differ we
should weigh well before accepting either. Many persons, doubtless, have neither
the time nor the inclination to do this, and such, necessarily, must be guided by
individual preferences in favor of one or the other author. In all cases of
publication, however, a simple statement of the authority followed will be
sufficient to prevent any confusion or misunderstanding.
122. Illustrations of Nests and Eggs of Birds of the United States, with Text, by
Thos. G. Gentry. Philadelphia: J. A. Wagenseller, Publisher, No. 23 North Sixth
Street. Copyright by J. A. Wagenseller, 1881. [4to, parts 1–25, pp. 1–300. 54 col.
chromo-lithographs, and chromo-portrait frontispiece of the author. Price, $25.00.
1880–82.]
123. “Monograph of the Alcidæ,” Proc. Phila. Acad., Vol. XX, 1868, p. 77.
124. See F. C. Browne, Forest and Stream, Vol. XVIII, June 15, 1882, p. 386.
125. Vol. VII, p. 185.
126. This Bulletin, Vol. VII, p. 185.
127. “A Naturalist in the Magdalen Islands,” p. 42.
128. See this Bulletin, Vol. VI, p. 225, and Vol. VII, p. 128.
TRANSCRIBER’S NOTES
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Go Figure Exploring Figurative Language Levels 5 8 1St Edition Timothy Rasinski Online Ebook Texxtbook Full Chapter PDF

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Studies in Figurative Thought and Language 1st Edition

Imperium Galactic 8 CAG 1st Edition Timothy Ellis

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2 51626—Go Figure! Exploring Figurative Language © Shell Education

© Shell Education 51626—Go Figure! Exploring Figurative Language 3

The overarching term figurative language encompasses words

4 51626—Go Figure! Exploring Figurative Language © Shell Education

Why Is Figurative Language Important?

The use of figurative language in writing is a characteristic

© Shell Education 51626—Go Figure! Exploring Figurative Language 5

The Importance of Studying Figures of Speech

Steps to Introduce Figures of Speech

6 51626—Go Figure! Exploring Figurative Language © Shell Education

Def initions of Selected Figures of Speech

the substitution of a mild or

hyperbole an exaggerated statement I’m so hungry I could eat a horse!

a phrase that means something very

a statement or situation that is the That’s as strange as a pilot with a

a direct comparison between two

an inanimate object is given human

a memorable saying based on facts Do unto others as you want done

Fish are smart because they live in

a comparison (usually formed with

© Shell Education 51626—Go Figure! Exploring Figurative Language 7

Teacher Overview Page

will find the following:

› copies of Earth, Moon, and Sun—Match That Figure!

1. The five figurative phrases used in the unit

2. Additional figures of speech for the theme

3. Answers for each lesson in the unit

4. Overview materials needed for the lessons in the unit

12 51626—Go Figure! Exploring Figurative Language © Shell Education

Match That Figure!

Earth, Moon, and Sun—Match That Figure!

5. over the moon

Would You Rather?

Earth, Moon, and Sun—Would You Rather?

speech that best completes each sentence.

8 51626—Go Figure! Exploring Figurative Language © Shell Education

Activity Descriptions (cont.)

Meaningful Words Earth, Moon, and Sun—Meaningful Words

A. blue (adjective): a color, often described as a clear sky

Purpose: Provide exploration of multiple meanings of words in

choose between “doctor” as a person or an action. This helps students ___________________________________________________________________________________

pay attention to detail and use familiar words in new ways.

and review the different meanings of the word. Note: Specific

Purpose: Practice the meanings of the figures of speech through

1. Have students read and answer each prompt. ________________________________________________________________________________

2. Answers will vary, and correct completion is based on correct

© Shell Education 51626—Go Figure! Exploring Figurative Language 9

Activity Descriptions (cont.)

Say What? Extensions Earth, Moon, and Sun—Say What? Extensions

follow to the ends of the earth once in a blue moon

Purpose: Apply knowledge of the figures of speech through critical

2 51626—Go Figure! Exploring Figurative Language © Shell Education

© Shell Education 51626—Go Figure! Exploring Figurative Language 3

4 51626—Go Figure! Exploring Figurative Language © Shell Education

© Shell Education 51626—Go Figure! Exploring Figurative Language 5

6 51626—Go Figure! Exploring Figurative Language © Shell Education

© Shell Education 51626—Go Figure! Exploring Figurative Language 7

8 51626—Go Figure! Exploring Figurative Language © Shell Education

© Shell Education 51626—Go Figure! Exploring Figurative Language 9

10 51626—Go Figure! Exploring Figurative Language © Shell Education

© Shell Education 51626—Go Figure! Exploring Figurative Language 11

12 51626—Go Figure! Exploring Figurative Language © Shell Education

© Shell Education 51626—Go Figure! Exploring Figurative Language 13

14 51626—Go Figure! Exploring Figurative Language © Shell Education

© Shell Education 51626—Go Figure! Exploring Figurative Language 15

16 51626—Go Figure! Exploring Figurative Language © Shell Education

© Shell Education 51626—Go Figure! Exploring Figurative Language 17

18 51626—Go Figure! Exploring Figurative Language © Shell Education

© Shell Education 51626—Go Figure! Exploring Figurative Language 19

20 51626—Go Figure! Exploring Figurative Language © Shell Education

© Shell Education 51626—Go Figure! Exploring Figurative Language 21

22 51626—Go Figure! Exploring Figurative Language © Shell Education

© Shell Education 51626—Go Figure! Exploring Figurative Language 23

24 51626—Go Figure! Exploring Figurative Language © Shell Education

© Shell Education 51626—Go Figure! Exploring Figurative Language 25

26 51626—Go Figure! Exploring Figurative Language © Shell Education

�� 1. Dario gently rocked his baby brother to sleep.