When introducing proverbs to my students, I would start with a general discussion asking them to think about a major crisis, decision they had to make, or problem they had to deal with.

The following would be a few of the directing questions:

· Do you prefer facing those kinds of problems alone, or does it help to ask others for advice and direction?

· Who do you trust with some of your most difficult problems? Why?

· Do you try to follow their advice, or do you tend to ignore it?

 

I would then discuss with them the book of Proverbs and what they are, for example:

· The book of Proverbs is a collection of short statements that express truths about human behavior.

· The proverbs found in the Old Testament can be a source of inspiration, counsel, and direction to those who read and ponder their messages of wisdom.

· They are a collection of wise sayings, many of which were inspired by the Lord, which can help us with many problems.

 

I would then switch gears and present a modern day proverb and elicit some from my students (if they know any)

List of modern day proverbs: (just a few) (see worksheet page 1)

· Don’t count your chickens before they hatch (proverb)

· Birds of a feather flock together

· Keep it simple silly

· Actions speak louder than words

· Six in one hand, a half dozen in the other

· A chain is as strong as its weakest link

· A friend in need is a friend indeed

· A place for everything and everything in its place

· A rolling stone gathers no moss

I would then ask the following questions and have students respond in their notebooks:

  • What is a proverb?
  • What is the purpose of a proverb? What kinds of messages or lessons do the proverbs teach?
  • Where do you think proverbs come from?
  • Why do you think proverbs are easily remembered?

Then introduce the Book of Proverbs and read the first few lines highlighting Proverb 1:4

Discuss with students that proverbs utilize figurative language and making a connection to similes, and metaphors.

Define figurative language: Appealing to the imagination, figurative language provides new ways of looking at the world. It always makes use of a comparison between different things.

Strategy #1 (see worksheet page 2)

To deepen understanding & meaning, students could utilize a comic strip approach.

Students are to choose one proverb from the everyday list. In the first row below (of max 4 boxes) they are to depict the literal meaning of the phrase.

Then in the next row directly below, they are to depict an everyday situation in their life where this would apply (the figurative meaning) to demonstrate their understanding

Example:

Literal Depiction
Application

Display their depictions and discuss as a group. This class discussion would generate ideas being shared and deepen meaning and reasoning skills.

Students are to then choose a proverb from the bible and communicate the meaning in their own words. They can utilize a drawing to help them express how this proverb can be useful in their life.

Strategy # 2

Play “Charades.” Write some of the everyday proverbs on a 3″ x 5~’ card. Give each child a card to pantomime for the group. Record the proverbs on the board and discuss meaning. Have students in groups of 3 choose a proverb from the bible and prepare a charades version of that one to act out in front of class.

Have students write in their notebooks what the meaning of the proverb they worked on means to them.

As a closing for both strategies have students respond to the original questions:

  • What is a proverb?
  • What is the purpose of a proverb? What kinds of messages or lessons do the proverbs teach?
  • Where do you think proverbs come from?
  • Why do you think proverbs are easily remembered?

Accommodations:

In both of my strategies, students are given the opportunity to demonstrate their knowledge in a multiple format (creating comic strips, writing, communicating with discussion, movement). Furthermore, students are supported by working in groups. I would make sure to have balanced groupings. While discussing, I could stop and re-iterate the concept. When students are working on their own, they could have peer or teacher assistance.

The following worksheets can assist you in teaching about this topic:


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