Running head: SAS LESSON PLAN: MORE PARTS

Saint Josephs University

Pennsylvania Standards Aligned System
Lesson Plan Format
Candidates Name: Molly Aiello
Course: SPE 739 Student Teaching
Date: 2/26/16
Subject: English/Language Arts
Duration: 45 minutes- Individual TOD Session
Grade Level: 1st Grade
Lesson Topic: Idioms and Figurative Language
1

Big Idea(s) and Related Essential Question(s)

a Big Idea: Through reading a story book, students will be introduced to the idea of
figurative language and how it is used within the English Langue.
b Question: What is figurative language?
c Question: What is an idiom?
d Question: What idioms are found within the story More Parts?
e Question: How are idioms used within the English Language?
f Question: How can I identify idioms?
g Question: What do different idioms mean?

Instructional Objectives:
a Students will learn what figurative language and idioms are.
b Students will identify idioms used in the childrens storybook, More Parts by
Tedd Arnold
c Students will be able to correctly identify the meaning of a specific list of idioms.

Related Academic Standards: Common Core and/or PA Standards:

a NYS: CC: ELA: 1st Grade: Reading Standards: Integration of Knowledge and
Ideas: Use illustrations and details in a story to describe its characters, setting, or
events.
b NYS: CC: ELA: 1st Grade: Reading Standards: 5. With guidance and support from
adults, demonstrate understanding of word relationships and nuances in word
meanings
c NYS: CC: ELA: 1st Grade: Vocabulary Acquisition and Use: Demonstrate
understanding of figurative language, word relationships, and nuances in word
meanings

Vocabulary:
a Idiom
b Break your heart
c Give me a hand
d Crack you up
e Stretch your arms and legs
f Hold your tongue
g jump out of his skin
h Screams her lungs out

SAS LESSON PLAN: MORE PARTS

i

Lose your mind

Materials/Resources:
a More Parts Childrens storybook, by Tedd Arnold, published 2001.
b More Parts Vocabulary Matching Activity
c Pencil
d Reading Strip

Instructional Procedures:
a Introduction: The TOD (Teacher of the Deaf) will enter the students classroom
and pick up the student for her individual TOD session. Once in a quiet place,
(location varies on the available space), the TOD and student will catch up on the
students life and evening events. The TOD will be sure to ask the student the
following questions: How is school going?, Are there any topics that are
particularly challenging?, etc.
b Developmental Activities: Todays activity will focus on idioms. The teacher
and student will have a verbal discussion about what an idiom is and how they are
used within the English language. The teacher will use the example, break a leg.
The teacher will emphasize that this phrase is not really wishing harm upon
another person but instead wishing them good luck. If the student has heard of
idioms before or if this discussion helps the student identify past idioms she has
been exposed to, the teacher and student will create a prior-knowledge list of
idioms. Next the student and teacher will read the childrens book, More Parts
by Tedd Arnold. The teacher and student will take turns reading. Throughout the
reading, the student will be asked to identify idioms as they come up in the story.
Each time one shows up, the student and teacher will talk about how the main
character would describe the phrases meaning and then they will discuss the
phrases true meaning.
c Closure Activity: At the end of the story the teacher will hand out an idiom
matching worksheet for the student to complete.

Addressing Learners Diverse Needs:

a If needed, the student can use the storys pictures to provide a visual support to
better understand the meaning of the idioms.
b For individuals with a delayed vocabulary development, the teacher and student
will discuss each idiom and their meanings to help with activity understanding.
c Student O will use her hearing aids to better access the lesson.
d Student O will use an FM system transmitter and reviver to have a more clear
access to the teachers voice. The teacher will wear/use the FM transmitter
microphone and speak clearly. The student will wear FM receiver attachments on
her hearing aids to receive the FM sound of the teachers voice.
e If needed, student O will be reminded to attach her FM receivers.
f Student O will wear glasses to see clearly.
g Student O will receive her TOD sessions in a quiet place to assure access to
instruction

SAS LESSON PLAN: MORE PARTS

h When possible, student O will receive instruction in a small group or individual

setting.
i Student O will use repetition and practice to master a new skill due to her learning
disabilities.
j Staff will allow extra processing time for student O to understand material being
taught.
k Student O will be allowed a scribe when needed or allowed to give verbal
responses. This activity uses words that are cut out and glued, to provide the
student with an alternative to writing her answers.
l Additional visual reinforcements may be used to support student understanding of
the idiom meanings.
8

Formative/Summative Assessment:
a Formative Assessment: Staff will use planned observation and surveying of the
students ability. Staff will also use planned and spontaneous questioning tactic
in the vocabulary discussion to ensure student understanding. Staff will observe
the students responses and participation in the idiom definitions discussion. Staff
will make a mental note of the students prior knowledge of idioms and post
knowledge of the new vocabulary and their meanings. Staff will also oversee the
lesson and worksheet activity. At the end of the lesson, the teacher will document
in their daily progress notes, the observed behavior, knowledge, and success of
the lesson for the student. The teacher will specifically identify specific areas in
need of improvement or more assistance.
b Summative Assessment: The student will complete the More Parts Idiom
Vocabulary Matching worksheet based on their understanding of the lesson. The
student will work independently to complete this worksheet and will be given
minimal assistance, unless it is impossible for the student to complete the activity
without it. The student will receive a grade out of 100% based on their matching
accuracy.

Reflection on Planning/Instruction:
a Data analysis will be conducted based on students past performance
b If needed, re-teaching will be used to make sure the student is mastering the
content material (as applicable)

Appendix A:

SAS LESSON PLAN: MORE PARTS

More Parts Vocabulary Matching Activity

Name: ______________________________________ Date: ____________________
Directions: Match the idiom to its correct meaning by writing the letter on the line.
a. Break your heart

_______: help you out

b. Give you a hand

_______: stop talking

c. Lose your mind

_______: make you laugh

d. Hold your tongue

_______: go crazy

e. Scream your lungs out

_______: yell loudly and for a long time

f. Stretch your arms and legs

_______: get really scared suddenly

g. Jump out of your skin

_______: warm up your muscles

h. Crack you up

_______: makes you really sad

Directions: Pick an idiom and write it in a sentence on the lines below.

1. ______________________________________________________________________
2. ______________________________________________________________________