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TOSD Endorsement Program

DANIELSON FRAMEWORK LESSON PLAN TEMPLATE
Teacher Candidate: Abigail Erchick

Subject/Grade/Program Type: Word
Study/ 3rd/ inclusion

Date: 4/28/16

Title of the Lesson: Idioms

Lesson Essential Question: What is an
Idiom? How and when is it used? What are
different

Topic or Big Idea: An idiom is a phrase of
words that means something completely
different than what is stated

Unit Essential Question: How can I use
figurative language like idioms and similes to
help make my writing more descriptive?
Introductory/Acquisition
Lesson

Extending Thinking
Lesson

Assessment Lesson

**The delivery of your lesson is always contingent upon the content you intended to
deliver. Sometimes you may address all of the elements in the template and sometimes
you may not. This template is a guide to ensure you are addressing the essential
elements of a lesson plan to ensure students will be able to demonstrate enduring
understanding.**
This is an application/extended thinking lesson. After having the introductory lesson
on the 27th where the topic was introduced, the students will review what they learned
the day before, practice it then apply it to creating their own idioms project to display.
Focus
Students’
Attention

Student Learning Outcome(s): What should students know and do as a
result of the lesson? (Component 1C)

Content
Outcome

Students will be able to distinguish the literal and nonliteral meanings of
words and phrases in context as demonstrated by writing one complete
sentence that explains the meaning of each idiom.

Performance
Outcome
Content
Standards
Include number
and text of each
standard being
addressed

Standard(s): What are the standard(s) addressed by this lesson? Does
the lesson have an interdisciplinary focus? (Component 1A)

{LA.3.CCSS.ELA-Literacy.L.3.5a} Distinguish the literal and nonliteral meanings of words
and phrases in context (e.g., take steps).

{LA.3.CCSS.ELA-Literacy.L.3.5b} Identify real-life connections between words and their use
(e.g., describe people who are friendly or helpful).

Common Core
Focus

Relevance/Rationale: Why are the outcomes of this lesson important in
the real world? Why are these outcomes essential for future learning?
(Components 1A,1C)
Slang is used a lot in the English language not only in writing but in how
people speak as well. In order for students to be able to converse on a
level where they can easily understand the other person that they are
talking to they will need to be able to understand idioms and expressions
to better understand the context of what they are saying. It will help make
their writing pieces more descriptive as they learn the different meanings
for the idioms.

Language
Objective
(Classes with
ESL Coteacher)

Statement of Language Objective: How will the student demonstrate
understanding using the four domains of reading, writing, speaking, and/or
listening? (Components 1B, 1C)

Students will engage in and lead their discussion with each other based
upon what they watched in the video and from their own understanding of
the topic from previous lessons. They will listen to others sharing their
opinions, they will speak with one another while in the discussion sharing
idiom meanings and why they thought of them or coming up with ways of
how they can remember them. They will be reading the different
references for comprehension and practice knowing the meanings of
idioms by writing them down and figuring them out on different group
activities and applying what they know to the project.
Model of
Co-teaching

Statement of Adult Roles: How will the other adults in the classroom
support students? (Component 4D)

Teachers in the classroom will each guide their own group, and be there as
a reference for support when needed. They will give the directions but the
students will be the ones to lead the discussion.
Anticipatory
Set /Activating

Do Now / Warm-up: How will you engage students in learning? How will
you connect the lesson to their prior knowledge? (Component 1E)

Strategy
Students will watch a Flocabulary video in the google classroom. They will
take turns discussing different idioms from the video, even acting them out
to help the others in their group understand the true meaning of them.
Introductory /
Short Lecture/
and/or
Developmental
Activities

Teacher Directed Activities: (Teaching of the new concept): How will
you aid students in constructing meaning of new concepts? How will you
introduce/model new skills or procedures? What instructional strategy(ies)
will you introduce, re-introduce or utilize to ensure comprehension?
(Component 1E)
Teacher will guide the students through the worksheet that they will do
together. After the discussion, they will be able to work through the first 3
questions on the worksheet together, showing that the students will be
able to handle the next step.

Teacher Guided
Practice

Teacher-Monitored Activities: What will students do together to use
new concepts or skills? How will you assist students in this process?
(Component 1E)
Teacher will monitor their partner work and group share for the next 3
questions. The students will do the next 3 questions independently
regrouping to go over the questions as a group with the teacher before
moving to the project. Teacher will explain the project that they will be
starting after they have completed their IXL set.

Independent
Practice or
Activities

Practice Activities, Refinement, and Extension: What opportunities will
students have to use the new skills and concepts in a meaningful way?
How will students expand and solidify their understanding of the concept
and apply it to a real-world situation? How will students demonstrate their
mastery of the essential learning outcomes? (Components 1E, 1F)
Students will complete an IXL idioms and meanings practice set then
complete the last 2 questions from the worksheet independently. They will
complete the graphic organizer, choosing an idiom to focus on. That idiom
will be written down, then its true meaning written in a complete sentence,
and finally the students will have to use it in their own sentence. They will
illustrate the literal meaning in the graphic organizer but define the true
meaning in their sentence.

Assessment/
Closure
What does
success on
this lesson’s

ßFormative
Assessment: How
will you & your
students know if they
have successfully met

ßClosure Activities:
How will you assist
students in reflecting
upon what they
learned today and

ßSummative
Assessment: How will
you ensure that all
students have mastered
the identified learning

outcomes look
like?
What is the
evidence of
learning?
(Component
1F)

Resources/
Materials:

the outcomes? What
specific criteria will be
met in a successful
product/process?

are preparing for
tomorrow’s lesson?
What homework will
be assigned to help
students practice,
prepare, or elaborate
on a concept or skill
taught?

indicators? How will you
assess their learning
daily? How will you
assess their learning at
the end of a unit?

They will have
completed the group
worksheet, They will
have shown their
understanding through
the student facilitated
discussion. The
students will have
completed their idiom
independent questions
on the group sheet, in
IXL and on the graphic
organizer and they will
be reviewed for
understanding of the
skill.

The students will
finish the last couple
of independent
questions of the
group sheet, and
begin the graphic
organizer. They will
have a homework
sheet on idioms to
complete to further
show their
understanding and
application of the
skill.

I will make sure all
students have mastered
the identified learning
indicators by assessing
their work informally. I
will use the quality and
accuracy of their group
work, discussions and
independent work to
assess their learning
daily. At the end of the
unit there will be an
idiom project that they
will be completing.

What texts, digital resources, & materials will be used in this lesson?
(Component 1D)
Chromebooks, group worksheet, idiom reference sheet, flocabulary video,
IXL, teacher created graphic organizer,

Access for
All:

How will you ensure that all students have access to and are able to
engage appropriately in this lesson? Consider all aspects of student
diversity – ELL, IEP, & Gifted, etc. (Components 1B, 1C, 1E)
All students will have access to and are able to engage appropriately in
this lesson by answering teacher created challenging questions through
group discussion as well as challenging questions during independent
work on activities on their Chromebooks. The large population of boys in
the class will be engaged with the technology driven activities during
independent practice, as well as all students using the Chromebooks
during independent practice to remain engaged throughout the lesson.

Differentiatio
n:

What curriculum modifications and/or classroom accommodations will you
make for Students with learning differences in your class? Be as specific

as possible. (Component 1B, 1D)
In order to meet all of the learners’ needs in this classroom, students will
be grouped by reading levels (above average, average, and below
average) for small group instruction. When completing activities on their
Chromebooks, students will refer to assignments based on their
achievement level groupings. Throughout the lesson, students will be
assisted as needed through prompting, scribing, and accepting verbal
answers over written answers for those students whom it may apply.
Reflection:

-Model with other children, that you are checking other students, so far
-Let’s see what we have finished so far, this is my job, this is what teachers do let’s do this
together
-Really pleased that you have done so much, I will come back after I help others to check those
two
-Front loaded walking him in, holding his hand
-What should be the consequence for not doing your work. No I’m being serious, here, you
arent doing the work you need to, you need to help me

Student Checklists
-Can identify what an idiom is
Y
Bl
B
L

M

N

D
-Can distinguish literal meaning of idiom
Y

M

N

Bl
B
L
D
-Can distinguish nonliteral meaning
Y

M

N

Bl
B
L
D
-Can write at least one complete sentence that explains the meaning of each idiom.
Y
Bl
B
L
D

M

N