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K–12 teaching and learning · from the UNC School of Education

Comparing proverbs

The lesson will feature comparisons of American and African proverbs.

A lesson plan for grades 3–4 English Language Arts and Social Studies

By Pat Chancer

Learn more

  • Kanga writings This website has different examples of Swahili writing, including those found on Kanga, a traditional east African form of dress.
  • African Proverbs From Washington State University, this site provides examples of different African proverbs.

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  • The Sign of the Beaver real estate advertisement: Having read The Sign of the Beaver and the Sunday Real Estate section of the newspaper, create a slide show designed to sell Matt's cabin to buyers in early America.

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Learning outcomes

The students will gather African and American proverbs from family and school sources. They will compare and contrast the proverbs and interpret the lessons they are trying to teach.

Teacher planning

Time required for lesson

3-5 Days

Materials/resources

  • drawing paper
  • crayons/markers
  • notecards
  • chart paper

Technology resources

Computers with internet access

Pre-activities

Students will have been exposed to mottos and proverbs of famous people. They will have discussed the real meaning of the proverbs.

Activities

  1. Children will interview family or friends to gather lists of proverbs.
  2. Children will use classroom reference sites to gather African proverbs.
  3. Each child will select one family-generated proverb and one African proverb.
  4. Each child will draw pictures and write notecards with both the proverbs and what the proverbs really mean.
  5. Each table group will put their pictures and notecards in a large plastic bag and exchange them with another table group. Each group will then try to match up the pictures with the two correct proverb cards.
  6. Each table group will create a Venn diagram showing similarities and differences of their proverbs and present it to the class.

Assessment

See attached assessment rubric.

As each goal is met, the child will receive a check upon completion. Children will be given feedback and advice for correction if a goal was not met.

Supplemental information

Gold Nuggets, Readings of Experiential Education edited by Jim Schoel and Mike Stratton, 1990 by Project Adventure ISBN 0-934387-09-5.

Comments

This lesson was conducted for about one week during language arts class. The children spent time on the Internet and in the library researching proverbs and discussing and acting out their meanings. Children also interviewed family members and compiled a list of proverbs that families used frequently. This was very successful as the children were invested in the ones they got from their families. The only difficulty we ran into was the interpretations of some of the more obscure proverbs.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 3

  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.03: Read a variety of texts, including:
      • fiction (short stories, novels, fantasies, fairy tales, fables).
      • nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).
      • poetry (proverbs, riddles, limericks, simple poems).
      • drama (skits, plays).
  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
      • considering the differences among genres.
      • relating plot, setting, and characters to own experiences and ideas.
      • considering main character's point of view.
      • participating in creative interpretations.
      • making inferences and drawing conclusions about characters and events.
      • reflecting on learning, gaining new insights, and identifying areas for further study.

Social Studies (2003)

Grade 3

  • Goal 2: The learner will analyze the multiple roles that individuals perform in families, workplaces, and communities.
    • Objective 2.03: Describe similarities and differences among communities in different times and in different places.

  • Common Core State Standards

    • English Language Arts (2010)

      • Language

        • Grade 3
          • 3.L.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings. 3.L.5.1 Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). 3.L.5.2 Identify real-life connections between...
        • Grade 4
          • 4.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 4.L.5.1 Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. 4.L.5.2 Recognize and explain the meaning of common...

      • Reading: Literature

        • Grade 3
          • 3.RL.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
          • 3.RL.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.