Imagine UP #2 - Graphics for a Lesson Plan
You've already seen a lesson on "UP is higher on a vertical axis." But what if that axis becomes a path? We now access the metaphor: Life is a Journey and UP is a Change along that Path:
And of course this path, like any path, has a starting point, a middle, and an end.
Because UP is Movement, and Movement is Change, then...UP is Change. So UP brings with it this sense of completed action, unlike ON which brings the sense of connection and continuation. Let's look at how the meanings of some the verbs we have already learned change when we locate them along this more metaphorical access:
Movement on the beginning point of the path= UP = GO!
You need to wake up! = You need to realize what is happening and make a change
You need to stand up for yourself = You need to start being more bold
Sit up and look around you = Start taking notice of what's happening
Grow up! = Be more mature
Look up the word in a dictionary = go find the definition in the dictionary
Movement on the path = UP = closer towards your goal
She is moving up in her career - she is advancing to a higher position
I have to put up with his nonsense - I have to move forward despite his nonsense
I'm holding up pretty well since my wife's death - I'm still in fairly good condition after difficult times
Here you also have such words as catch up, keep up, line up, and follow up - all emphasizing movement towards a goal. And when put in the past tense, the goal has been met - you caught up, kept up, lined up and followed up.
Completion of the Path = UP = DONE!
Let's cheer Amy up = Let's change her mood completely from sad to happy
Pick up/clean up the room = Tidy the room completely
The accident held up traffic = The accident prevented traffic from moving
and some additional verbs: give up (concede defeat), end up (an unexpected conclusion, ie. I ended up winning); shut up (close completely); blow up (destroy with a bomb); hang up (end a phone conversation by turning off the phone)
You can adapt the lesson plan from the previous post (Imagine UP #1) or you can try this:
Write the verb "Take Up" on an index card. Tell the students that this word has a lot of different meanings, and you want them to guess what the meanings might be. There are no wrong answers! Start by modeling the activity by placing the word on the high-low axis and say a sentence such as "Take up your sword and fight!" Now move it to the starting point of the Path schema. What might it mean here? Or in the middle? Or at the end? Here are some example sentences:
Playing soccer takes up most of my free time.
You should put down your gun and take up knitting.
The job will take up to an hour.
Grandfather took up residence in the country
When you leave, we will take up the job where you left off.
Take up that issue with the judge
2. Have the students create a story using the following sentence frame:
First I _______________, then I ___________________, and I _____________________.
First I woke up, then I caught up with a friend, and we ended up playing a game.
First I sat up, then I looked up a word in the dictionary, but I gave up.
First I showed up at the game, then I kept up with the score, and I cheered up when my team won.