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IPG Lesson Plan

Name:
Da Shawn Jefferson
Subject:
ELAR
1. Opening Hook/Warm Up:
Write the numbers 1, 2, 3, and 4 on separate pieces of
paper. Crumble the papers and toss them into the class.
Students will volunteer based on their numbers to be
my actors to act out an idiom being expressed as an
opening hook.
Ready to rock ready to roll ACTION!

Date(s):
10 July 2015
Grade Level:
5
2. TEK: 110.16(b)(2)(D)
Identify and explain the meaning of common idioms,
adages, and other sayings.
3. Objective: Student Friendly:
We will talk about Figurative Language beginning with
Idioms and their use in our society. Students will
analyze and interpret common idiomatic expressions.

4. Big Understanding: Communication is an important part of our social lives every day. Idioms are
frequently used when people are expressing themselves and it is important to know what these idioms mean and
how they are properly used in conversation.
5. Summative Assessment Evidence:
Students will connect idiom with its correct meaning and list 2 idioms of their choice and their meaning.
6. Instructional Strategies / Student Activities/ Grouping Patterns:
Words of the day (4) (WOD) will be written on the board along with their definition.
Words will be (1) Figurative language, (2) Idiom, (3) familiarity, and (4) originated.
Students will act out scripts provided at the beginning of class.
Teacher Input/Modeling:
1. Write figurative language umbrella and WOD on the board before children arrive in class.
2. Begin opening hook.
3. LETS GIVE OUR ACTORS AND ACTRESSES A HAND!
4. Review words of the day.
5. Ask students:
Have you heard anyone in your family (Mom or dad) use idioms while speaking? Explain what you heard? What
idioms do you use? Why?
How about TV and movies? Have you seen any there? Describe the scene.
Ask Have you ever heard the expression, Ive got your back? What does that mean? Do you literally carry
around someone elses back? Absolutely not. It simply means you are supporting that person and they can count
on your support!
6. Redefine idiom.
7. There are origins behind idioms. (See notes**) (Review the definition of the word originated)
Explain how some idioms are generational and local. (Slow as molasses {really slow}/Fell off the turnip truck
{naivety).
Most languages have their own idioms. Non-native speakers would have a tough time deciphering what is real and
what is exaggeration. We must be aware of our audience when speaking (ELL STUDENTS).
It is important to remember that it is the figurative meaning not literal. For example, it would be painful and
cruel for dogs and cats to fall out of the sky when it rains hard. It will NEVER happen no matter how hard it may
rain. Its raining cats and dogs.
Guided Practice: WE DO:
8. Develop a class definition of idiom.
9. PLAY VIDEO.
CFU (Checking for understanding):
10. Which of these phrases does NOT contain an idiom?
1. I broke my arm falling from the trapeze, she said.
2. Before the play, Mary said, Break a leg.
3. Jack didnt know how to break the ice with the new girl.
7/19/2015, page 1 of 2, Instructional Planning Grid .doc

Independent Practice: YOU DO (Individual students):


11. Present a list of 20 idioms. Allow children to select an idiom and draw the literal representation. Post drawings
to idiom wall bridge.
7. Higher Level Questions to Incorporate:
12. Why is it so important for us to understand figurative language and use it correctly? How are idioms applied
in our daily conversations?
8. Grouping Patterns:
Whole group, student pairs for acting with script, 4-person team for building idiom bridge.
9. Ending, Summary / Reflection:
13. Idioms help us express ourselves. It is important to understand their meanings and how they are properly used.
10. Materials / Resources:
Scripts, Idiom wallpaper for bridge, whiteboard, white paper for student drawings.
11. Technology:
YouTube video on Idioms. Thats what makes an Idiom Gena Casey.

** Snap out of it means to pay attention or to get in a better mood. The origin is believed to come from days when ill
behaving people were confined to straight jackets and secured by snaps and to snap out of it meant you were feeling
better.
Ref: An introduction to language Victoria Fromkin, Robert Rodman, and Nina Hyams.

7/19/2015, page 2 of 2, Instructional Planning Grid .doc