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PEPPERDINE UNIVERSITY LESSON PLAN

Name: Sarah Winikoff Grade: 5th Grade

Lesson #2 Gardner: Bloom:


____ Visual ____ Knowledge
____ Kinesthetic ____ Comprehension
____ Verbal ____ Application
____ Logical ____ Analysis
____ Rhythmic ____ Synthesis
____ Interpersonal ____ Evaluation
____ Intrapersonal
____ Naturalist

Strategy: Direct Instruction and partners

Subject Area: ELA- Figurative Language (Idioms)

Teacher Performance Expectation Addressed:

Common Core Standards: CCSS.L.5.5b. Demonstrate understanding of figurative language,


word relationships, and nuances in word meanings.
b. Recognize and explain the meaning of common idioms, adages, and proverbs

Objective: Students will be able to identify and explain the meaning of five idioms.

Personal: Teacher and Master Teacher

Instructional Materials: (Technology):


Document Camera
1 pencil per student
1 flip book per student
Colored Pencils
Idiom Examples
Idiom sentences for students to use when working with partners

Lesson Length: 1 hour

Preparation:
Students have already been introduced to figurative language.
The teacher should have previously prepared examples to show students.
The flipbooks will be made prior

Anticipatory Set:
1. The teacher would review what figurative language is and ask students to give examples
of similes and metaphors (which was taught in the previous lesson)
2. Today we will be working on another type of figurative language called idioms.
Whether you realize it or not, you probably use idioms in your everyday language. Does
anybody remember what the weather was like when we had Friday off for Presidents
day?
3. Let students answer: the answer should be raining
4. Prompt students to say that it was raining really hard, once students get to this point say
5. Good so it was raining really hard, another way we can say it was raining really hard is
by saying, It was raining cats and dogs. Idioms are not meant to be taken literally, they
are an exaggerated saying that is supposed to create a vivid picture in your minds. Have
any of you ever read Amelia Bedelia? Well, Amelia needs to complete some chores and
follows the directions a little too literally. While I read a few pages think about the
actions Amelia is completing vs what she should be doing.
6. Read a few pages out of the Amelia Bedelia book
7. 2. Go over the idioms presented in the book and make sure that students understand that
8. idioms are not meant to be taken literally, but figuratively
a. Dress the chicken
b. Draw the drapes
Methodology:
1. Ask students if they have ever heard of the phrase, I have butterflies in my stomach
2. Tell students, This is an example of an idiom, people do not actually have butterflies in
their stomach, but you can decode the sentence by thinking, you know butterflies flutter,
and some people use the word flutter to represent an uneasy or spasm feeling in your
stomach. Therefore, the phrase would mean that someone is really nervous or anxious.
Usually said before someone goes on stage or feel uneasy about a situation.
3. Lets look at another one used in a sentence, Mr. Perez would give you the shirt off his
back if you needed it.
4. Can anyone identify what the idiom is in this sentence? Give you the shirt off his
back
5. Can anyone tell me what this would mean? Tell students that it means to be extremely
generous and way back when people might actually have given the shirt off their back to
someone who needed it.
6. Lets try another one this one might be one you have not heard of before, Do not give up
on your project for the science fair, Rome wasnt built in a day.
7. Working with the person sitting next to you take the next thirty seconds to identify the
idiom and what it means
8. Idiom- Rome wasnt built in a day
9. Meaning: A difficult or important task or goal cannot be achieved quickly or all at once.
10. Ask students to share what they found as the idiom and meaning
11. Pass out flipbooks to students.
12. Explain to students that today they will be working with their table partners to identify
idioms within the context of a sentence and writing the meaning of each
13. Have students label the front page of their flip books My Idiom Flipbook by: (Their
name)
14. Show students the idiom paper that they are going to get and instruct them not to write on
it. Some groups may have different idioms then others, this is so students be exposed to a
variety of different idioms.
15. Model how to fill out the flipbook by doing one together, Jimmys mom told him to stop
being such a couch potato.
16. Tell students they will have the next twenty minutes to complete the rest of their books. If
they finish early they are challenged to think of idioms we did not discuss and write them
on the back of their paper.
17. While students are working the teacher will walk around the classroom to check for
understanding and help any groups that are struggling.
18. At the end students will share out what they found and be asked to turn in their flipbooks
so the teacher can check for understanding.
Model:
1. The teacher will model how to decode an idiom in the context of a sentence and how to
fill out the flipbook

Guided Practice:
1. Together with the teacher the students will fill out the first page of their flipbooks

Independent Practice:
1. Students will work with their partners to identify idioms in a sentence and complete their
flipbooks

Closure:
1. Today we learned about idioms and how they are exaggerated sayings that are not meant
to be taken literally. Later this week we will be learning about proverbs. Proverbs are
very similar to idioms because they also are not meant to be taken literally. However,
proverbs usually have a lesson or moral attached to them.
2. Collect student work to check for understanding and provide feedback to students who
need it.

Differentiated Learning Activities


Gate:
Learning Difficulties:
Disabilities:

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