Sixth Grade, Little Strokes Fell Great Oaks 2002 Colorado Unit Writing Project 1

Sixth Grade, Little Strokes Fell Great Oaks 2002 Colorado Unit Writing Project 1
Little Strokes Fell Great Oaks

Grade Level or Special Area: Sixth Grade
Written by: Connie Jones, Normandy Elementary, Littleton, CO
Length of Unit: Seven lessons (30 days), approximately 20+ minutes each

I. ABSTRACT
This introductory unit lasts about four weeks. Sixth graders will develop an understanding of the
selected Core Knowledge sayings and phrases and then spend some time using the phrases in
presentations: oral and written.

II. OVERVIEW
A. Concept Objectives
1. Develop an understanding of how figurative language supports meaning in a
given context. (Colorado English Standard 6)
B. Content from the Core Knowledge Sequence ( page 136)
1. Develop an awareness and a familiarity with the following sixth grade Core
Knowledge list of phrases and sayings:
a. ALL FOR ONE AND ONE FOR ALL
b. ALLS WELL THAT ENDS WELL.
c. BEE IN YOUR BONNET
d. THE BEST-LAID PLANS OF MICE AND MEN OFT GO AWRY.
e. A BIRD IN THE HAND IS WORTH TWO IN THE BUSH.
f. BITE THE DUST
g. CATCH-AS-CATCH CAN
h. DONT CUT OFF YOUR NOSE TO SPITE YOUR FACE.
i. DONT LOCK THE STABLE DOOR AFTER THE HORSE IS
STOLEN.
j. DONT LOOK A GIFT HORSE IN THE MOUTH.
k. EAT HUMBLE PIE
l. A FOOL AND HIS MONEY ARE SOON PARTED.
m. A FRIEND IN NEED IS A FRIEND INDEED.
n. GIVE THE DEVIL HIS DUE.
o. GOOD FENCES MAKE GOOD NEIGHBORS.
p. HE WHO HESTITATES IS LOST.
q. HE WHO LAUGHS LAST LAUGHS BEST.
r. HITCH YOUR WAGON TO A STAR.
s. IF WISHES WERE HORSES, BEGGARS WOULD RIDE.
t. THE LEOPARD DOESNT CHANGE HIS SPOTS.
u. LITTLE STROKES FELL GREAT OAKS.
v. MONEY IS THE ROOT OF ALL EVIL.
w. NECESSITY IS THE MOTHER OF INVENTION.
x. ITS NEVER OVER TILL ITS OVER.
y. NOSE OUT OF JOINT
z. NOTHING WILL COME OF NOTHING.
aa. ONCE BITTEN, TWICE SHY.
bb. ON TENTERHOOKS
cc. POT CALLING THE KETTLE BLACK
dd. PROCRASTINATION IS THE THIEF OF TIME.
ee. THE PROOF OF THE PUDDING IS IN THE EATING.
ff. RIP
gg. THE ROAD TO HELL IS PAVED WITH GOOD INTENTIONS.
hh. ROME WASNT BUILT IN A DAY.
ii. RULE OF THUMB
jj. A STITCH IN TIME SAVES NINE.
kk. STRIKE WHILE THE IRON IS HOT.
ll. TEMPEST IN A TEAPOT
mm. TENDERFOOT
nn. THERES MORE THAN ONE WAY TO SKIN A CAT.
oo. TOUCHE
pp. TRUTH IS STRANGER THAN FICTION
(The bold phrases above are listed with their explanations in Appendix D.)
C. Skill Objectives
1. Students will identify and translate expressions of the standard culture of
literate American English (sayings, phrases and idioms).
2. Students will use the sayings/phrases in verbal and written communication.

III. BACKGROUND KNOWLEDGE
A. For Teachers
1. What Every Sixth Grader Needs To Know pp. 72-82
B. For Students
1. Be familiar with the writing process. Use transitions and appropriate punctuation
for dialogue.

IV. RESOURCES
A. What Every Sixth Grade Needs To Know (Lesson One-Seven)
B. The Flamingoes Are Tickled Pink: A Book of Idioms by Chip Lovitt (Lesson Two)
C. In a Pickle and Other Funny Idioms by Marvin Terban (Lessons One and Two)
D. Mad As A Wet Hen! And Other Funny Idioms by Marvin Terban (Lessons One and Two)
E. Test Your Cultural Literacy by Diane Zahler and Kathy Zahler. (Lesson Six)
F. Appendix A (Lessons One, Three, Four, and Five)
G. Appendix B (Lesson One, Conclusion of unit)
H. Appendix C Explanations of Sayings 1 (Lesson One )
I. Appendix D Test 1, KEY (Lesson one)
J. Appendix E Explanations of Sayings II (Lesson One)
K. Appendix F Test II, Key (Lesson One)
L. Appendix G Sample Project Rubric (Lesson Two)
M. Appendix H Sample Presentation Rubric (Lesson Three)
N. Appendix I Sample Story Rubric (Lesson Four)
O. Appendix J Explanations of Sayings III (Lesson Five)
P. Appendix K Test 3, KEY (Lesson Five)
Q. Appendix L Test Yourself Examples (teacher reference only, Lesson Six)
R. Transparencies: Appendix B (Lesson One)
S. Transparencies: Appendix C and E (Lesson One)
T. Transparencies: Appendix J (Lesson Five)
U. Transparency for class story (Lesson Five)
V. Student Copies of Appendix A (two sets each: pre and post)
W. Student Copies of Appendix D, Test I (Lesson One)
X. Student Copies of Appendix F, Test II (Lesson One)
Y. Student Copies of Appendix K, Test III (Lesson Five)
Z. One set of Appendix J (to be cut apart and distributed, three to each group of students)
(Lesson Five)
AA. Bottle of bubble soap with wand (Lesson Two)
BB. Student writing materials (paper, pen, markers) (all lessons)
CC. Optional: Student props for presentations (Lesson Four)

V. LESSONS
Lesson One: Introduction (eight days)
A. Daily Objectives
1. Concept Objective(s)
a. Develop an understanding of how figurative language supports meaning
in a given context. (Colorado English Standard 6)

2. Lesson Content
a. Develop an awareness and a familiarity to the sixth grade Core
Knowledge list of phrases and sayings.
3. Skill Objective(s)
a. Students will identify and translate expressions of the standard culture
of literate American English (sayings, phrases and idioms).
b. Students will use the sayings/phrases in verbal and written
communication.
B. Materials
1. Appendices A -F (teacher copies)
2. Transparency of Appendix B, C, and E
3. Appendix B (two sets for each studentsave one set for the end of the unit)
4. Appendices D and F, Student copies (Test I and II)
5. What Every Sixth Grader Needs To Know pp. 72-82
6. In A Pickle by Marvin Terban
7. Mad as a Wet Hen by Marvin Terban
8. Student writing materials
C. Key Vocabulary
1. Expressionswords or phrases that are used to convey ideas or feelings beyond
their dictionary definitions (sayings and phrases); a group of words used as a
unit
2. Proverbsare sayings that have been used for many years that tell truths about
life or human nature; a short wise saying used for a long time by many people
D. Procedures/Activities
Day 1: Wednesday
1. Refer to the list of phrases (expressions). See Appendix A, two pages.
2. Make student copies of Appendix B.
3. Start off by telling the students they are receiving copies of sayings and phrases
from the standard culture of literate American English (the list is from CK What
Your Sixth Grader Needs to Know). A word or two have been left out of each
phrase. Hand out the student copies.
4. Allow about ten minutes for the students to individually work on filling in each
blank. Have the students complete these sayings by filling in every blank over
the next few days.
5. Discuss with the students that some sayings might jump out at themthey
have heard the saying all their lives to some sayings that they wont even ring
a bell after we go over the sayings together.
6. Collect the students papers. Read over them to tally which incomplete sayings
are being filled in correctly, skipped over, and which ones are being filled in
incorrectly.
7. Jot down a few that are funny to share in a newsletter to go home, Back-to-
School Night, Curriculum Night, Parent Meetings, and/or to share with the class
(make sure the author remains unknown). You can share a few at the beginning
of each class time or save them until the end of the unit to share how far weve
come. J
Day 2: Thursday
8. Ask the students how many filled in every blank. (Discuss how many they think
are filled in correctly versus how many were guessed or just made up.) Call on a
few students to recite a few of their completed sayingsones they are sure of.
Discuss the background of those sayingsGrandma always says that phrase
when we Narrow down the list of the sayings to the ones that no one filled in
yet. Lead them to getting help from others.
9. Allow time for students to work in pairs in order to fill in more blanks.
10. Have students take home the sayings to converse with their parents/
grandparents/aunts /uncles etc. (My students came back and told me many of
their parents didnt know some of the sayings but their grandparents were a lot of
help). I like to assign this step on a Thursday or a Friday and have it due on a
Monday or a Tuesday so that the students have time to play with these with their
immediate families and to call Grandma and Grandpa, too, if they are so inclined.
Day 3: Friday
11. Read and discuss the M. Terban books from the resource list. These books are a
collection of illustrated idioms with explanations of each. Have the students
illustrate their favorite one(s). Ask them how they are doing figuring out their
fill-in the-blank sayings.
Day 4: Monday
12. If you made a transparency of Appendix B, fill in the blanks as the students
volunteer the answer. Using Appendix A, go over each of the sayings. A prize
can be given to the student with the most correct. Have the students fix the
sayings as they go along so they have a list of the accepted phrases.
Day 5: Tuesday
13. Categorize the sayings into three-four groups: Very Common in Our Area:
Everyone Knows, Common in Our Area: Quite A Few People Use, Fuzzy: Not
Very Common in Our Area, and What Do These Mean?
Days 6-8: Wednesday Friday
14. Read the explanation of the sayings from each of the categories. Use What Every
Sixth Grader Needs To Know pages 72-82. See Appendix C. Continue, as time
permits, for the next three days. (See #15 also.)

From the Very Common category just read the explanation to make
sure everyone is on the same page.

From the Common category bring the other students up-to-speed.
Ask the students who are comfortable with these phrases how they knew
them, who says them, and how are they used. Have all the students draw
pictures and/or write sentences using these phrases.

From the Fuzzy/ What? categories, read the explanation from What
Every Sixth Grader Needs to Know, discuss, and have the students be
on-the-lookout for these sayings. If the students can cut them out (in
context), say from a magazine or newspaper, have them bring the
example in and display it. If need be, have the students copy the
paragraph it is in or read it aloud from their books.
15. Then do the same for Appendix E.
E. Assessment/Evaluation
1. Save the pretest and compare it to when you give it again as the end-of-the-unit
post test.
2. When you feel the students are ready, test the students over their comprehension
of the listed phrases. See Appendices D (Test I) and F (Test II).

Lesson Two: Literal Language vs. Figurative Language (three days)
A. Daily Objectives
2. Lesson Content
communication.
B. Materials
1. A bottle of bubble soap with wand to blow bubbles
2. The Flamingoes Are Tickled Pink: A Book of Idioms by Chip Lovitt
3. In a Pickle and Other Funny Idioms and/or Mad As A Wet Hen! And Other
Funny Idioms by Marvin Terban
4. Appendix G Sample project rubric
C. Key Vocabulary
1. Literal languagewords describing actual happenings
2. Figurative languageexpressions stated in an nonliteral sense to give vividness
Day 1
1. Introduce the difference between literal and figurative language.
2. Slowly blow a large bubble on the wand; then pop it.
3. Ask the students what you did.
4. After several responses, write the phrase burst my bubble on the board.
5. Explain this is a literal interpretation: you literally (actually) burst a bubble.
6. Now write on the board: When you told me it was going to rain on the day we
are supposed to go to Six Flags, you really burst my bubble!
7. Ask the students what they think this sentence means. Explain that in this
sentence a bubble has not actually, or literally, been burst; it means that the rain
prediction dampened your excitement about your day at Six Flags.
8. Explain this is a figurative interpretation.
9. Explain that the phrase burst my bubble is a phrase used to describe
disappointment.
10. Share experiences when individuals bubbles were burst.
Days 2 and 3
11. Read The Flamingoes Are Tickled Pink: A Book of Idioms.
12. Assign several of the sentences from the book for the students, in groups, to
rewrite the sentences to change them from figurative sentences to literal
sentences. Example: You shouldnt have done that. Youll be in the doghouse
when Mom gets home!You shouldnt have done that. Mom will be mad at
you.
13. Check to see if the interpretations are correct.
14. Read aloud the groups literal sentences in the same order as the books
figurative sentences.
15. Ask: Which versionoriginal figurative language or the literal language
sentencesis more interesting?
1. Are the students becoming exposed to the Core Knowledge phrases and sayings?
Are they incorporating appropriately the expressions in their writing?
2. See Appendix G for a sample project rubric.

Lesson Three: Dialogue in Skits (two days)
A. Daily Objectives
2. Lesson Content
of literate American English. (sayings, phrases and idioms).
communication.
B. Materials
1. List of sayings and phrases from What Your Sixth Grader Needs To Know, pp.
72-82, see Appendix A
2. If you want to include more choices for the students, collect them from the Core
Knowledge lists of the previous grades
3. Appendix H Sample Oral Presentation Rubric
4. Optional: student props for skits
C. Key Vocabulary
None
Day 1
1. Group the students in threes or fours.
2. Using the list(s) of phrases, have the students create one-two minute skits.
3. Have the students write dialogue for each person in the skit. Use appropriate
punctuation.
4. Require them to use at least one phrase in each persons dialogue.
Day 2
5. Practice the skits. Encourage props.
6. Present to their classmates.
1. Did the students use the sayings appropriately?
2. Did the students have appropriate stage presence?
3. Did they use props?
4. Does the written dialogue have appropriate punctuation?
5. See Appendix H for a sample presentation rubric
Lesson Four: Charades/Pantomimes/Stories (five days)
A. Daily Objectives
in a given context. (Colorado English Standard 6
2. Lesson Content
communication.
B. Materials
1. Appendix A for teacher reference
2. Appendix A cut apart for student use
3. Appendix I for sample writing rubric
C. Key Vocabulary
1. None
Days 1- 2
1. Cut apart the sample of phrases and sayings. See Appendix A.
2. Give each student (or pair) a saying to act out (pantomime).
3. Have the class audience guess which saying the students are presenting.
Days 3-5
4. Have students working together (two-four) compose stories using the phrases
from the list.
5. Have the students choose a phrase to be the main concept of the story.
6. Collect several other sayings and phrases that will go with the main one.
7. Have the students try to use a phrase for the final sentence.
8. If possible, use a saying for their title.
9. Discuss effective beginnings and endings, and interesting titles.
10. Instruct the students to illustrate their stories.
11. Share with the class if appropriate.
1. Are the students using the phrases as intended? Do the stories have a beginning,
middle, and end? Does the story have a title? Have the students revised and
edited? Have the students used complete sentences, appropriate capitals and
punctuation?
2. See Appendix I for a sample writing rubric.

Lesson Five: Class Jigsaw Story Selected Phrases (five-six days)
A. Daily Objectives
3. Lesson Content
communication.
B. Materials
1. Appendix Jtransparency
2. Appendix Jphrases with explanations cut apart for student use
C. Key Vocabulary
1.
Days 1-2
1. Select a collection of phrases from What Every Sixth Grader Needs To Know that
group together nicely such as the ones in Appendix J for the entire class to write
a story.
2. Introduce and discuss the phrases. Use a transparency of Appendix J.
3. Ask the students what the phrases have in common. Can they relate these
phrases to a school day? Brainstorm a few ideas.
4. Tell the students they are going to write a group story using the selected phrases.
5. The setting, for these phrases is a classroom. The intent of the story is to give a
recipe of an efficiently run classroom. Tell them they could possibly state a
few pitfalls to avoid as well. They are to use as many phrases in their writing as
possible.
6. To write the story, group the students to hammer out their section of the story.
Let them choose several of the phrases that they will be responsible to use in
their paragraph. Cut apart a copy of Appendix J for the students to use.
7. The students need to know that all their paragraphs need to fit together at the
conclusion of this lesson.
8. Brainstorm the direction that the story should take.
9. Assign the groups: introduction, beginning, middle, end, and conclusion.
Day 3
10. Have students read their first drafts aloud. Discuss how the story could fit
togetherwhat transitions are needed?
Day 4
11. Combine two to three groups together so that their parts can be jigsawed.
12. The teacher can type the first draft of the story to have ready for the next days
revisions. Put it on an overhead (optional: make student copies so they can
revise and edit on a paper copy).
Days 5 6
13. As a class, begin to revise and then edit. Have students write the final copy.
Present.
1. Did the students use the phrases appropriately? Does the story have a beginning,
middle, and end? Are transitions used? Did the students participate in the
revisions?
2. Appendix K, Test III, KEY

Lesson Six: Test Yourself
A. Daily Objectives
2. Lesson Content
communication.
B. Materials
1. Test Your Cultural Literacy A Well-Turned Phrase: Quotes, Phrases and
Aphorisms pp. 141- 156
2. Appendix L (teacher reference)
C. Key Vocabulary
1. Quotesto repeat the exact words of
2. Phrasean expression
3. Aphorismsa terse sentence expressing a general thought, piece of practical
wisdom (maxim, proverb)
1. In Test Your Cultural Literacy by Diane Zahler and Kathy A. Zahler, there is a
chapter called A Well-Turned Phrase: Quotes, Phrases, and Aphorisms, p. 141.
2. Have the students number their paper 1- 50.
3. Read the Introduction page vii through page xiii. Share with the students the
items that would be appropriate.
5. Tell the students that several of these questions concern phrases they have been
exposed to already. See Appendix D for teacher reference of examples in the
book. Read the test items aloud while the students choose one of the multiple-
choice answers. You may want to choose to read a partial list.
6. Orally, go over each item on the test. Discuss as you go along.
7. The students should not feel that this is for a grade (since the test is intended for
adults) but they should try to do their best. See Scoring Key on page xv in the
book, Test Your Cultural Literacy.
1. Self-monitoring: the students can access where they are at, according to Test
Your Cultural Literacy.

Lesson Seven: Modern PhrasesTheyre All Over the Place! (one -two days)
A. Daily Objectives
3. Lesson Content
communication.
B. Materials
1. Paper for mural, markers
C. Key Vocabulary
1. Idioma phrase or group of words with a meaning different from the meaning of
the individual words
2. Clichan expression which has lost its significance through frequent
repetitions, a timeworn phrase
Day 1
1. Have the students brainstorm today phrases. Examples: Dont Blow It,
Chew the Fat, Knock Me Over with a Feather, Hang Tough, etc.
2. Have the students make a mural and have them write as many sayings that they
can think of on it. Include all the Core Knowledge ones as well. Display where
the students can add more.
3. Discuss the literal meanings of these phrases and then translate what they are
supposed to mean.
5. Discuss how people from other cultures who speak different languages might
approach these idioms.
6. Have the students look in their reading and in the newspaper (including the
comics) and listen for uses of expressions used in our everyday language (idioms,
proverbs, sayings and phrases). Discuss the use of the phrases: serious, every
day uses (common use/acceptable standard use), play on words/ making fun or
clich (overusedlost pizzazz). Clichs are sayings that have been used too
much to make a strong impression. Clichs should be avoided in writing and
speaking.
7. Have the students write these on the mural and share with the class where they
saw/heard them (news caster, television show, movie, independent reading book,
magazine ad, commercial).
1. Have the students make a class book of funny illustrations (literal meanings) of
common idioms: He Lost His Marbles, Hold Your Horses, Blow Off Some
Steam, Keeping an Eye on the Baby, Youre Driving Me Up a Wall

VI. CULMINATING ACTIVITY
A. Have students retake Appendix B and see how many phrases they can correctly complete
now. Compare to Lesson One. (Copies were made in Lesson One.)

VII. HANDOUTS/WORKSHEETS
A. Appendix B: Sayings and Phrases (student copies Lesson One)
B. Appendix D: Test I (Lesson One)
C. Appendix F: Test II (Lesson One)
D. Appendix J: Explanations, cut apart (Lesson Five)
E. Appendix K: Test III (Lesson Five)

VIII. BIBLIOGRAPHY
A. Hirsch, E.D. What Your 6
th
Grader Needs To Know. New York: Dell Publishing, 1995.
B. 0-385-31467-1. p. 72-82.
C. Lovitt, C. The Flamingoes Are Tickled Pink: A Book of Idioms. Disney Press
D. Terban, M. In A Pickle and Other Funny Idioms. New York: Clarion Books, 1983.
E. 0-89919-153-3.
F. Terban, M. Mad As A Wet Hen! And Other Funny Idioms. New York: Clarion Books,
1987. 0-89919-478-8.
Appendix A
Lesson One

SAYINGS AND PHRASES

ALL FOR ONE AND ONE FOR ALL.

ALLS WELL THAT ENDS WELL.

BEE IN YOUR BONNET

THE BEST-LAID PLANS OF MICE
AND MEN OFT GO AWRY.

A BIRD IN THE HAND IS WORTH
TWO IN THE BUSH.

BITE THE DUST

CATCH-AS-CATCH CAN

DONT CUT OFF YOUR NOSE TO
SPITE YOUR FACE.

DONT LOCK THE STABLE DOOR
AFTER THE HORSE IS STOLEN.

DONT LOOK A GIFT HORSE IN
THE MOUTH.

EAT HUMBLE PIE

A FOOL AND HIS MONEY ARE
SOON PARTED.

A FRIEND IN NEED IS A FRIEND
INDEED.

GIVE THE DEVIL HIS DUE.

GOOD FENCES MAKE GOOD
NEIGHBORS.

HE WHO HESTITATES IS LOST.

HE WHO LAUGHS LAST LAUGHS
BEST.

HITCH YOUR WAGON TO A STAR.

IF WISHES WERE HORSES,
BEGGARS WOULD RIDE.

THE LEOPARD DOESNT CHANGE
HIS SPOTS.
Appendix A, page 2
Lesson One

LITTLE STROKES FELL GREAT
OAKS.

MONEY IS THE ROOT OF ALL
EVIL.

NECESSITY IS THE MOTHER OF
INVENTION.

ITS NEVER OVER TILL ITS
OVER.

NOSE OUT OF JOINT

NOTHING WILL COME OF
NOTHING.

ONCE BITTEN, TWICE SHY.

ON TENTERHOOKS

POT CALLING THE KETTLE BLACK

PROCRASTINATION IS THE
THIEF OF TIME.

THE PROOF OF THE PUDDING IS
IN THE EATING.

RIP

THE ROAD TO HELL IS PAVED
WITH GOOD INTENTIONS.

ROME WASNT BUILT IN A DAY.

RULE OF THUMB

A STITCH IN TIME SAVES NINE.

STRIKE WHILE THE IRON IS
HOT.

TEMPEST IN A TEAPOT

TENDERFOOT

THERES MORE THAN ONE WAY
TO SKIN A CAT.

TOUCHE

TRUTH IS STRANGER THAN
FICTION.
Appendix B
Lesson One Student Copy

SAYINGS AND
PHRASES

____FOR ONE AND ONE
FOR____.

ALLS ____THAT ENDS____.

BEE IN YOUR ______

THE BEST-LAID PLANS OF _____
AND MEN OFT GO AWRY.

A BIRD IN THE HAND IS WORTH
______ IN THE BUSH.

______ THE DUST

CATCH-AS-______ CAN

DONT CUT OFF YOUR _______TO
SPITE YOUR FACE.

DONT LOCK THE STABLE DOOR
AFTER THE ________ IS STOLEN.

DONT LOOK A GIFT ______ IN
THE MOUTH.

EAT ________PIE

A FOOL AND HIS _______ ARE
SOON PARTED.

A FRIEND IN _____ IS A FRIEND
INDEED.

GIVE THE DEVIL HIS_____.

GOOD FENCES MAKE
GOOD__________.

HE WHO ___________ IS LOST.

HE WHO _________ LAST
LAUGHS BEST/TO HAVE THE
LAST _________

HITCH YOUR ________TO A
STAR.

Appendix B, page 2

IF WISHES WERE__________,
BEGGARS WOULD RIDE.

THE LEOPARD DOESNT CHANGE
HIS_________.

LITTLE _________ FELL GREAT
OAKS.

MONEY IS THE ROOT OF ALL
_______.

NECESSITY IS THE ________ OF
INVENTION.

ITS NEVER OVER TILL
ITS_________.

NOSE OUT OF ________

NOTHING WILL ______ OF
NOTHING/NOTHING COMES OF
__________

ONCE BITTEN, TWICE ______.

ON TENTER_____

POT CALLING THE KETTLE
_______

______________ IS THE THIEF
OF TIME.

THE PROOF OF THE __________
IS IN THE EATING.

R.I._.

THE ROAD TO HELL IS PAVED
WITH _______ INTENTIONS.

ROME WASNT BUILT IN A ____.

RULE OF _______

A STITCH IN TIME
SAVES______.

STRIKE WHILE THE ______IS
HOT.

TEMPEST IN A _______

______FOOT

THERES MORE THAN ONE WAY
TO ______A CAT.

_______ IN SHEEPS CLOTHING

TOUCHE

_________ IS STRANGER THAN
FICTION.
Appendix C
Lesson One (Test I)

Dont cut off your nose to spite your face

Sometimes out of anger or for revenge we do things that actually end
up hurting us rather than making us feel better. We use this
expression to warn against such behavior.

Sam was angry. I studied really hard for that math test and my grade
was terrible. So you know what Im going to do for the next test? Im
not going to study at all.
Oh, come on, Sam, said Dana. Dont cut off your nose to spite your
face.

A friend in need is a friend indeed

Some people are your friends when you are happy but avoid you when
you are having trouble. This proverb explains that a true friend sticks
around when you are in need of help, comfort or anything else.

Every day while Mr. Grainey was sick, his neighbor Charles went to the
house to cook and read for him. Charles really proved that a friend in
need is a friend indeed.

To bite the dust

When someone is defeated, we use this saying. It originated from
physical combat, when the people fell facedown in the dust.

Despite a gallant effort, the Blue Demons bite the dust, and our own
Bobcats have won again! cheered the announcer.
Appendix C, page 2

He who hesitates is lost

If you wait before you do something you may be too late. People use
this saying to urge someone into action or to comment on a lost
opportunity.

Erika looked sadly at the falling snow outside and then said, Grandma
was rightshe who hesitates is lost. I kept meaning to plant flower
bulbs under my window and now the ground will be frozen all winter.

He who laughs last laughs best / to have the last laugh

People often ridicule new projects or ideas. But in the end, when
something works the person who took it seriously gets the best laugh
of all-- one that proves him right.

My neighbors thing that Im silly for practicing my climbing on the
garden wall, Kyle said, But the day I reach the summit of Mount
Everest, Ill have the last laugh.

Appendix C, page 3

Hitch your wagon to a star

This saying means you should set your goals as high as you can.

Robert practiced his jump shots and free throws every day,
Someday, he said to his father, Im going to make the high school
team.
Why, stop there, said his father with a laugh, Hitch your wagon to a
star, shoot for the NBA!

If wishes were horses, beggars would ride

This proverb is from past times, when horses were a primary means of
transportation, and many people were too poor to own them. It means
that if wishes were easy to achieve, then everyone would have
everything that they want.

I wish I had a million dollars, said Cal.
Sure, said Alicia, and if wishes were horses, beggars would all ride.

The leopard cant change its spots

When people say this, they mean that its impossible to change or hide
a particular trait, because that trait is part of what makes that
someone or something what it is.

I wish Marcia would be on time for once, said Kelly.
A leopard cant change its spots, said John. I say that next time we
tell her the meeting starts a half hour earlier than it does.
Appendix C, page 4

Little strokes fell great oaks

A task may seem overwhelming, but if you break it into manageable
smaller tasks and persevere, you can complete it.

When the students volunteered for the housing program they couldnt
imagine what their work would do. But little strokes fell great oaks,
and in the spring five new houses were ready for families to occupy.

To have a bee in your bonnet

If a bee flew into your hat wouldnt you be intent on getting it out?
People say that someone has a bee in their bonnet if she is annoyed or
obsessed with something.

The school nurse really has a bee in her bonnet about healthy food.
But Ill be glad if he does get the cafeteria to offer a salad bar at
last.

Appendix C, page 5

Catch as catch can

The phrase means that a person must make do with whatever you have
at the time.

We dont have as many musical instruments as we do students, said
the music teacher, so bring in your kazoos, your harmonicas, even
empty coffee cans. Its pretty much catch-as-catch-can, but well still
sound great.

A bird in the hand is worth two in the bush

When people say this, they mean that it is much better to be content
with what you have than to go chasing after something that many be
out of reach: you might end up with nothing.

The excited contestant on the game show had just won a car.
And now, said the host, you can keep the car, or you can give it back
and spin the wheel again to try for an even better prize!
Thanks, replied the contestant, Ill keep the e car. A bird in the
hand is better that two in the bush.
Appendix D
Lesson One (Test I)
Name___________________________
Sayings and Phrases Test 1

Match the definition with the saying/phrase.

1. ____ BEE IN YOUR BONNET

2. ____ A BIRD IN THE HAND IS WORTH TWO IN
THE BUSH

3. ____ BITE THE DUST

4. ____ CATCH-AS-CATCH CAN

5. ____ DONT CUT OFF YOUR NOSE TO SPITE
YOUR FACE

6. ____ A FRIEND IN NEED IS A FRIEND INDEED

7. ____ HE WHO HESTITATES IS LOST

8. ____ HE WHO LAUGHS LAST LAUGHS BEST

9. ____ HITCH YOUR WAGON TO A STAR

10. ____ IF WISHES WERE HORSES, BEGGARS
WOULD RIDE

11. ____ THE LEOPARD DOESNT CHANGE HIS
SPOTS

12. ____ LITTLE STROKES FELL GREAT OAKS

A. People say this about someone if that
person is annoyed by or obsessed with
something.

B. People often ridicule other peoples work or
ideas. But in the end, when the idea works,
the person who took it seriously gets the best
laugh of all.

C. A task may seem overwhelming, but if a person
takes the task, a little at a time, the task can be
completed.

D. It is much better to be content with what you have
than to go chasing after something better because
you may end up with nothing.

E. This saying reminds us we sometimes may do
something out of anger or revenge that actually
hurts us instead of making us feel better and
advises us against that negative behavior.

F. This phrase describes a situation in which
someone must make do with whatever is available
at the moment.

G. A true friend is someone you can count on, no
matter what, but especially when you are in need
of help.

H. You cannot hide a particular trait because that trait
is what makes someone who they are.

I. You should aim as high as you can when thinking
of your goals.

J. If wishes were easy to achieve, then everyone
would have everything they wanted.

K. If you wait before you do something, it may be too
late.

L. We use this saying when someone is defeated


Appendix D, page 2
Lesson One
Test I, KEY

Name___________________________
Sayings and Phrases Test 1 KEY

1. __A___ BEE IN YOUR BONNET

2. __D__ A BIRD IN THE HAND IS WORTH TWO
IN THE BUSH

3. __L__ BITE THE DUST

4. __F__ CATCH-AS-CATCH CAN

5. __E__ DONT CUT OFF YOUR NOSE TO SPITE
YOUR FACE

6. __G__ A FRIEND IN NEED IS A FRIEND
INDEED

7. __K__ HE WHO HESTITATES IS LOST

8. __B__ HE WHO LAUGHS LAST LAUGHS BEST

9. __I___ HITCH YOUR WAGON TO A STAR

10. ___J__ IF WISHES WERE HORSES, BEGGARS
WOULD RIDE

11. ___H__ THE LEOPARD DOESNT CHANGE HIS
SPOTS

12. ___C__ LITTLE STROKES FELL GREAT OAKS


Appendix E
Lesson One (Test II)

Money is the root of all evil

This proverb means that greed for money can sometimes motivate
people to do things that they wouldnt otherwise do.

Mrs. Alvarado, it says here that some factories dump poisonous
waste into rivers. Dont they care about the wildlife and the people
who use the water?
Bills teacher explained, Its cheaper to dump the waster than to
dispose of it safely. Some factories care more about their profits
than they do about rivers.
No wonder people say money is the root of all evil, Bill mused.

It is not over till its over

This saying means that you can never be sure what the outcome of
something (a football game, a book, or even life) will be until the very
end.

I cant take this movie, Chase whispered to Juan. The forces of
evil are going to win. Theres no way the hero can survive in a cave full
of poisonous gases.
Wait and see. I bet he finds a way out, said Juan. Its not over
till its over.

Appendix E, page 2

Once bitten, twice shy

If a dog bites you, you will probably be very careful to stay clear
of dogs after that. This saying means that people tend to protect
themselves from being hurt, especially if theyve been hurt before.

Why didnt Lee enter the science fair? asked Jim. The volcano she
made last year was great.
Once bitten, twice shy, said Jenna. She heard some kids making fun
of her entry last year, so she wouldnt enter this year.

A stitch in time saves nine

By taking a little care early, you may save yourself a lot of trouble
later. This saying is similar to An ounce of prevention is worth a pound
of cure. Can you see how this proverb is based on the activity of
sewing?

Maries father was reading the yellow pages.
What are you looking for, Dad? she asked.
Im looking for a chimney sweep. We need to get the chimney
cleaned before too much soot builds up inside. A chimney fire can ruin a
chimney or worse. A stitch in time saves nine, I always say.

Appendix E, page 3

Strike while the iron is hot

To work on metal, a blacksmith heats up the metal and then strikes it
with a huge mallet. Cold metal isnt easily shaped. So people use this
saying to mean that you should do something while the circumstances
are in your favor.

Maggie sure is in a good mood today, thought Luke. I think I will
strike while the iron is hot and ask her if I can borrow her chess set.

All for one and one for all

This saying means that all the members of a group must work for the
good of each individual member, and each individual must work for the
good of the group as a whole.

As the Red Dragons headed onto the field, the soccer coach reminded
the, All for one and one for all!

Alls well that ends well

This saying from Shakespeare means that if something finally
succeeds, then the difficulties or mistakes along the way can be
forgotten.

At the school dance, Jake managed to step on Alices toes, spill punch
on her dress, and tear his pants. But when the evening ended and Alice
said, I hope youll ask me out again, Jake sighed to himself, Alls well
that ends well.
Appendix E, page 4

Eat humble pie

Humble means modest. Humble pie, which originally has no relation to
being humble, was a meat pie made of animal intestines. The expression
eat humble pie came to stand for the unpleasant situation in which
you are forced to admit your mistakes or weaknesses.

Carlos bragged that he was the fastest runner in the school, but he
had to eat humble pie when he came in last at the time trials..

Give the devil his due

This proverb means that even if you dont like someone, you can still
give that person credit for his or her good points.

Everyone agrees that the new math teacher assigns a lot of homework.
But you have to give the devil his dueall of us have learned a lot of
math!

Nose out of joint

Someones nose is out of joint (that is, not in its normal position) if he
or she is annoyed.

Ian and Chang Ho were playing backgammon. Hold on, you cant take all
of those pieces, said Chung Ho irritably.
Dont get your nose out of joint, Ian said. Im just separating
the red pieces from the black pieces.
Appendix E, page 5

On tenterhooks

People use this idiom to mean nervously waiting for something to
happen.

Elizabeth waited for the cast list to be posted. As the minutes
passed, she grew more and more anxious. At last Mrs. Marks came out
of the office and taped it to the door.
Thank goodness, I got the part! cried Elizabeth. I was on
tenterhooks all morning.

Tempest in the teapot

A tempest is a very large storm, and a teapot is quite small. We
use this expression when a large commotion is made over something
pretty little.
Being Rapunzel for Halloween was my idea. Mandy stole my idea,
and Im never going to speak to her again, Janice shouted.
Dont make a tempest in a teapot, said Janices sister. A
costume isnt worth losing your best friend over.

Appendix E, page 6

Tenderfoot

A tenderfoot is a person who doesnt have very much experience at
something.

After Pete and Joe had pitched their tent, Pete began to hoist
the food bag into a tree.
What are you doing that for? asked Joe.
So the raccoons and bears dont get your breakfast,
tenderfoot, replied Pete, laughing.

Wolf in sheeps clothing

This phrase describes someone who appears to be harmless or friendly
but who is really dangerous or untrustworthy. It comes from a fable by
Aesop.

I cant believe Ron took my idea for his history report. He said he
was just interested in hearing about what I was working on. What a
wolf in sheeps clothing!

Appendix F
Lesson One Test II

Name _______________________
Sayings and Phrases Test

A.

1. _____ ALLS WELL THAT ENDS WELL

2. _____ EAT HUMBLE PIE

3. _____ GIVE THE DEVIL HIS DUE

4. _____ WOLF IN SHEEPS CLOTHING

5. _____ MONEY IS THE ROOT OF ALL-
EVIL

6. _____ ITS NEVER OVER TILL ITS OVER

7. _____ NOSE OUT OF JOINT

8. _____ ON TENTERHOOKS

9. _____ A STITCH IN TIME SAVES NINE

10. _____ STRIKE WHILE THE IRON IS HOT

11. _____ TEMPEST IN A TEAPOT

12. _____ TENDERFOOT

13. _____ ALL FOR ONE AND ONE FOR ALL

14. _____ ONCE BITTEN, TWICE SHY

A. The desire for money can create a greed, which
can motivate people to do evil things they would
typically not do.

B. You can never be sure of the outcome of
something until the very end.

C. People tend to avoid risk if they have been hurt in
that situation before.

D. By doing something right the first time you save
yourself more time in the long run.

E. There is a right time to do something, it is important
to do what is necessary when the time is right.

F. Members of the group must work for the good of
each individual member, and each individual must
work for the good of the group as a whole.

G. A person is forced to admit their mistakes and
weaknesses to others.

H. Even if you dont like someone you give that person
credit for his or her strong points.

I. When a person is nervously waiting for something
to happen.

J. Making a very large fuss over something very little.

K. A person who does not have very much experience

L. If something finally succeeds, then the difficulties
along the way can be forgotten.

M. He or she is annoyed.

N. Someone who appears harmless but is actually
quite dangerous.

Appendix F, page 2
Lesson One
Test II KEY

Name _______________________
Sayings and Phrases Test KEY

13. __l__ ALLS WELL THAT ENDS WELL

14. __G__ EAT HUMBLE PIE

15. __H__ GIVE THE DEVIL HIS DUE

16. __N__ WOLF IN SHEEPS CLOTHING

17. __A__ MONEY IS THE ROOT OF ALL-EVIL

18. __B__ ITS NEVER OVER TILL ITS OVER

19. __M__ NOSE OUT OF JOINT

20. __I__ ON TENTERHOOKS

21. __D__ A STITCH IN TIME SAVES NINE

22. __E__ STRIKE WHILE THE IRON IS HOT

23. __J__ TEMPEST IN A TEAPOT

24. __K__ TENDERFOOT

25. _F___ ALL FOR ONE AND ONE FOR ALL

26. __C__ ONCE BITTEN, TWICE SHY

Appendix G
Lesson Two
Sample Rubric

Name:______________________ Date:____________________

Project Title:__________________________________________
Process Below Average Satisfactory Excellent
1. Has clear vision of final product
1, 2, 3 4, 5, 6 7, 8, 9
2. Properly organized to complete project
1, 2, 3 4, 5, 6 7, 8, 9
3. Managed time wisely
1, 2, 3 4, 5, 6 7, 8, 9
4. Acquired needed knowledge base
1, 2, 3 4, 5, 6 7, 8, 9
5. Communicated efforts with teacher
1, 2, 3 4, 5, 6 7, 8, 9
Product (Project) Below Average Satisfactory Excellent
1. Format
1, 2, 3 4, 5, 6 7, 8, 9
2. Mechanics of speaking/writing
1, 2, 3 4, 5, 6 7, 8, 9
3. Organization and structure
1, 2, 3 4, 5, 6 7, 8, 9
4. Creativity
1, 2, 3 4, 5, 6 7, 8, 9
5. Demonstrates knowledge
1, 2, 3 4, 5, 6 7, 8, 9, 10
6. Other:
1, 2, 3 4, 5, 6 7, 8, 9

Figurative Language to Literal Language Total Score:___________________________

Teacher Comments:

Appendix H
Lesson Three
Sample Rubric
Name:______________________________ Teacher:__________________________

Date submitted:_______________________ Title of work:___________________________

Criteria Points
4 3 2 1

Body
Language
Movements
seemed fluid and
helped the
audience visualize
Made movements
or gestures that
enhanced
articulation
Very little
movement or
descriptive
gestures
No movement or
descriptive
gestures
____
Eye Contact
Holds attention of
entire audience
with the use of
direct eye contact
Consistent use of
direct eye contact
with audience
Displayed
minimal eye
contact with
audience
No eye contact
with audience
____
Introduction
and Closure
Student delivers
open and closing
remarks that
capture the
attention of the
audience and set
the mood
Student displays
clear
introductory
remarks or
closing remarks
Student clearly
uses either an
introductory or
closing remark,
but not both
Student does not
display clear
introductory or
closing remarks ____
Pacing
Good use of
drama and
student meets
apportioned time
interval
Delivery is
patterned, but
does not meet
apportioned time
interval
Delivery is in
bursts and does
not meet
apportioned time
interval
Delivery is either
too quick or too
slow to meet
apportioned time
interval
____
Poise
Student displays
relaxed, self-
confident nature
about self, with
no mistakes
Makes minor
mistakes, but
quickly recovers
from them;
displays little or
no tension
Displays mild
tension; has
trouble
recovering from
mistakes
Tension and
nervousness is
obvious; has
trouble
recovering from
mistakes
____
Voice
Use of fluid
speech and
inflection,
maintains the
interest of the
audience
Satisfactory use
of inflection, but
does not
consistently use
fluid speech
Displays some
level of inflection
throughout
delivery
Consistently uses
a monotone voice
____

TOTAL

Teacher Comments:

Appendix H, page 2
Lesson Three
Sample Rubric
Name:______________________________ Teacher:__________________________


Criteria Points
1 2 3 4

Organization
Audience cannot
understand
presentation
because there is no
sequence of
information
Audience had
difficulty following
presentation
because student
jumps around
Student presents
information in
logical sequence
which audience
can follow
Student presents
information in
logical, interesting
sequence which
audience can
follow

Content
Knowledge
Student does not
have grasp of
information;
student cannot
answer questions
about subject
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions
Student is at ease
with content, but
fails to elaborate
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration

Visuals
Student used no
visuals
Student
occasionally used
visuals that rarely
support text and
presentation
Visuals related to
text and
presentation
Student used
visuals to
reinforce screen
text and
presentation

Mechanics
Students
presentation had
four or more
spelling errors
and/or
grammatical
errors
Presentation had
three misspellings
and/or
grammatical
errors
Presentation has
no more than two
misspellings
and/or
grammatical
errors
Presentation has
no misspellings or
grammatical
errors

Delivery
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for
students in the
back of class to
hear
Student
incorrectly
pronounces terms,
audience members
have difficulty
hearing
presentation
Students voice is
clear, student
pronounces most
words correctly
Student used a
clear voice and
correct, precise
pronunciation of
terms

TOTAL

Teacher Comments:

Appendix I
Lesson Four
Sample Rubric

Name:______________________________ Teacher:__________________________


Criteria Points
1 2 3 4

Organization
Sequence of
information is
difficult to follow
Reader has
difficulty
following work
because student
jumps around
Student presents
information in
logical sequence
which reader can
follow
Information is
logical,
interesting
sequence which
reader can follow

Sayings and
Phrases-
Content
Knowledge
Student does not
have grasp of
information;
student cannot
answer questions
about subject
Student is
uncomfortable
with content and
is able to
demonstrate
basic concepts
Student is at ease
with content, but
fails to elaborate
Student
demonstrates full
knowledge (more
than required)

Grammar
and Spelling
Work has four or
more spelling
errors and/or
grammatical
errors
Presentation had
three misspellings
and/or
grammatical
errors
Presentation has
no more than two
misspellings
and/or
grammatical
errors
Presentation has
no misspellings or
grammatical
errors

Neatness
Work is illegible Work has three
or four areas that
are sloppy
Work has one or
two areas that
are sloppy
Work is neatly
done

References
Work displays no
references
Work does not
have the
appropriate
number of
required
references
Reference section
was completed
incorrectly
Work displays
the correct
number of
references,
written correctly

TOTAL

Teacher Comments:

Appendix J
Lesson Five
(Test III)

The best-laid plans of mice and men of oft awry

A poet named Robert Burns wrote this line in a poem titled To a Mouse.
Awry means turned or twisted to one side. The speaker in the poem ruins the
mouses nest while plowing a field. He explains to the creature that even when you
put a great deal of careful planning and effort into something (like building a nest),
you may not end up with the result you want.

Hundreds of men planned and built the Tower of Pisa, but it ended up leaning
anyway. The best-laid plans of mice and men go oft awry.

Dont look a gift horse in the mouth

This saying means that you shouldnt fault something that is given to you, or
criticize the giver. It comes from the practice of checking a horses teeth and
gums before buying it to see how healthy it is.

Alec, I cant believe youre giving me you old bike! Thanks! Stacie said as
she jumped on and began to play with the gears. Say, do all the gears work?
Dont you know better than to look a gift horse in the mouth, Stacie? said
Alec, disappointed. The bike may be old, but itll get you where you want to go.

Appendix J, page 2
Lesson Five

A fool and his money are soon parted

This saying means that a person who is foolish with his money wont hold on
to it for very long. People usually say it as a warning.

The first time Noah got paid for mowing a neighbors yard, he wanted to
rush out and but somethinganything! But he remembered his big brother saying
that a fool and his money are soon parted, and he decided to save his money for
something worthwhile.

Good fences make good neighbors

This saying suggests that by clearly marking the boundaries between
yourself and other people you can stay on better terms with them. It comes from
a poem by Robert Frost.

Marcus borrows so many books from me that I cant find my own books
when I need them, moaned Philip.
You know, said his father, good fences make good neighbors. Why dont
you tell Marcus he can borrow one book at a time? Then youll know what he has,
and you wont feel so angry with him.

Necessity is the mother of invention

People often come up with new ideas, new ways of doing things, or new things
because they need to solve a problem.

Rosie, you should see Teds new bed. Its up on a platform, said Raymond.
And he even built a desk underneath!
What a good idea, replied Rosie. The last time
I saw Ted he was complaining about how small his room is. I guess necessity is the
mother of invention.

Appendix J, page 3
Lesson Five

Nothing will come of nothing/ Nothing comes of nothing

The saying tells us that without effort, you cant accomplish anything.

The band needs a new saxophone player, but Ill never be chosen, said
Lauren.
I think you should try, Midori replied. Nothing comes of nothing. But if
you audition you might get in.

Procrastination is the thief of time

Procrastination means putting things off. If you put off doing something,
then you may not have enough time left to do it once you finally get started. Thus,
procrastination steals you time.

I thought you came up here to study for your spelling test, said Marias
brother, and here you are cleaning your room.
I cant study in a dirty room, Maria protested.
If you keep cleaning you wont have any time left for to study:
procrastination is the thief of time, you know.

Appendix J, page 4
Lesson Five

The proof of the pudding is in the eating

This saying means that you cannot judge something until you try it.

Zack told me the new space adventure movie is great, said Lydia.
Well, I usually dont like the same movies he does, Seth answered. But
the proof of the pudding is in the eating. Lets go see it tonight.

Rome wasnt built in a day

Do you remember the story of ancient Rome? It took many people many
decades to build that imperial city. People use this expression to mean that it
takes a long time to achieve great things. They often use it to counsel patience.

Anna looked up from the rows of seeds she was planting. Oh, the garden will
never be finished!
Cheer up, her uncle said. After all, Rome wasnt built in a day. By August
youll have the best beans, tomatoes, and squash youve ever tasted!

Appendix J, page 5
Lesson Five

Theres more that one way to skin a cat

There are many ways to accomplish something or take care of a difficult
situation. If one way doesnt work, you can always try another.

What am I going to do? said Kristen with a sigh. I need to learn these
verbs for the Spanish test tomorrow, but Ive been reading the list over and over
and I still cant remember them.
Theres more that one way to skin a cat, replied her sister. Lets make up
sentences for each verb. Maybe that will help.

Truth is stranger than fiction

Things that happen in real life can be more unusual or surprising that things
that people make up in stories.

When I read that the same couple had been married three times, once in an
airplane, once in a hot-air balloon, and once in an elevator, I decided that truth
really is stranger than fiction!

Pot calling the kettle black

Since most pots and kettle were once made of the same black metal, this
phrase is used when you criticize someone for having a fault that you yourself
possess.

Matt and Gina were eating potato salad at a family picnic.
Youre really wolfing it down! said Matt.
Listen to the pot calling the kettle black! said Gino. Youve eaten twice as
much as I have.
Appendix J, page 6
Lesson Five

R.I.P.

This abbreviation for Rest in Peace is commonly used on gravestones.

As she walked through the colonial cemetery, Nora saw many stones ornately
carved with the letters R.I.P.

Rule of thumb

In contrast to an official rule or an exact measurement a rule of thumb is
general principle or a rough estimate that has been shown by experience to work.

Im going to get some potato chips. Want some? Dorothy asked her
brother.
Nope, my rule of thumb while Im training for the race is Dont eat
anything you enjoy too much, said Andrew.

Touch

Fencers use this word from the French language when they hit their
opponents, so we say touch when we accomplish something difficult or make a
clever counter-response in an argument.

Appendix K
Lesson Five, Test III
Test 3

Name _______________________
Sayings and Phrases Test 2

1. ____ THE BEST-LAID PLANS OF MICE AND
MEN OFT GO AWRY

2. ____ DONT LOOK A GIFT HORSE IN THE
MOUTH.

3. ____ A FOOL AND HIS MONEY ARE SOON
PARTED

4. ____ GOOD FENCES MAKE GOOD
NEIGHBORS

5. ____ NECESSITY IS THE MOTHER OF
INVENTION

6. ____ NOTHING WILL COME OF NOTHING

7. ____ POT CALLING THE KETTLE BLACK

8. ____ PROCRASTINATION IS THE THIEF OF
TIME

9. ____ THE PROOF OF THE PUDDING IS IN THE
EATING

10. ____ RIP

11. ____ ROME WASNT BUILT IN A DAY

12. ____ RULE OF THUMB

13. ____ THERES MORE THAN ONE WAY TO SKIN
A CAT

14. ____ TOUCHE

15. ____ TRUTH IS STRANGER THAN FICTION

A. You shouldnt fault something that is
given to, or criticize the giver.

B. People who are foolish with their money
dont hold on to it for very long.

C. There is more than one way to take
care of difficult situations.

D. By clearly making boundaries between
yourself and others you are more likely
to have good relationships.

E. Real life situations can be stranger than
anything a person can think up.

F. People often come up new inventions
when they are necessary to complete a
task or solve a problem.

G. If you put things off, you may not have
enough time left to complete what you
wanted to do.

H. A general principle or a rough estimate
that is shown in most circumstances to
work.

I. It takes a long time to complete great
things.

J. Without effort, you cant accomplish
anything.

K. You cant judge something until you try
it.

L. Rest In Peace

M. When you criticize someone for having
the same faults as you do.

N. A clever comeback in an argument.

O. Even when you put a great deal of effort
and planning into something you may
not always end up with the result you
want.
Appendix K, page 2
Lesson Five Test III KEY

Name _______________________
Sayings and Phrases Test 2 KEY

1. __O__ THE BEST-LAID PLANS OF MICE AND
MEN OFT GO AWRY

2. __A__ DONT LOOK A GIFT HORSE IN THE
MOUTH.

3. __B__ A FOOL AND HIS MONEY ARE SOON
PARTED

4. __D__ GOOD FENCES MAKE GOOD
NEIGHBORS

5. __F__ NECESSITY IS THE MOTHER OF
INVENTION

6. _J___ NOTHING WILL COME OF NOTHING

7. __M__ POT CALLING THE KETTLE BLACK

8. _G___ PROCRASTINATION IS THE THIEF OF
TIME

9. __K__ THE PROOF OF THE PUDDING IS IN
THE EATING

10. __L__ RIP

11. __I__ ROME WASNT BUILT IN A DAY

12. __H__ RULE OF THUMB

16. __C__ THERES MORE THAN ONE WAY TO
SKIN A CAT

17. __N__ TOUCHE

18. __E__ TRUTH IS STRANGER THAN FICTION

Appendix L, page 1
Lesson Six Test Yourself

The following examples are taken from Test Your Cultural Literacy by Diane
Zahler and Kathy Zahler.

When you claim that the road to hell is paved with good intention,
what do you mean? (Sixth Grade)
19. Good intentions do not guarantee a good deed.
20. Good men as well as bad go to hell.
21. Sin can mask itself as good.
22. The devil tempts us to forget our good intentions.

a) In 1150 Bernard of Clairvaux claimed that Hell is full of good
intention or desires, meaning that a persons deeds do not necessarily
reflect his or her intentions. The idea of the road to hell being paved
with good intentions wasnt used until Samuel Johnson spoke of it in
1775.

When you are advised not to look a gift horse in the mouth, you (Sixth
Grade)
a. take what is offered with gratitude and without
question
b. try to brighten a gloomy situation
c. acknowledge the positive features of someone you
dislike
d. leave troublesome issues undisturbed

A) A horses age can be determined by looking at its teeth. Literally,
Dont look a gift horse in the mouth means Refrain from insulting the
giver by checking the horses age. In general, the saying means that any
gift or offering should be accepted without question.

Appendix L, page 2
Lesson Six

Following are other examples from Test Your Cultural Literacy. These items include phrases from the
fourth grade or fifth grade list. This is to reinforce how important (and relevant) it is to know the
meanings of these expressions.

If you bury the hatchet, you: (CK Fourth Grade)
a. ignore an insult
b. spend too much money
c. hide the evidence of a crime
d. make peace

When someone works or plays too hard, you say he or she: (CK Fourth
Grade)
a. makes hay while the sun shines
b. takes the bitter with the sweet
c. burns the candle at both ends
d. cant make a silk purse from a sows ear

To warn someone of the foolishness of relying on future gains, you
might say, (CK Fourth Grade)
a. Dont count your chickens before they are
hatched.
b. Slow and steady wins the race.
c. Prepare today for the wants of tomorrow.
d. Beware lest you lose the substance by grasping at
the shadow.

Appendix L, page 3
Lesson Six

A man with a chip on his shoulder is: (CK Fifth Grade)
a. confused about a situation
b. suffering from a crippling disease
c. entirely with hope
d. angry for no apparent reason and ready to
fight

To express optimism in times of disaster, you might say, (CK Fifth
Grade)
b. Every cloud has a silver lining.
c. He who hesitates is lost.
d. Still waters run deep.
e. A rolling stone gathers no moss.

To steal (peoples) thunder is to: (CK Fifth Grade)
a. poke fun mercilessly and make them look bad
b. cajole them out of a very bad mood
c. avoid them at all costs
d. use their ideas without giving them credit

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