Rutgers University Special Education ProgramInstructional Lesson Plan Form

Date: 12/3/13 Subject: Language Arts Grade: 4th Lesson Topic: Idioms Class/Group Size: 22NJCCS (no more than two):

4.L.5.b.  –  Recognize and explain the meaning of common idioms, adages, and proverbs. 

 

Learning Objective(s) (not the same as NJCCS):

Students will be able to:Demonstrate the understanding of idioms by illustrating an idiom and composing a short paragraph with idioms after a class discussion of examples and models of idioms.

I. Core & Supplemental Materials Texts, family, community and other resources I need:

Cardstock for Illustrations for guided practice

Worksheet of definitions and examples for guided practice

Worksheet for paragraph Worksheet for paragraph with

sentence starter (modification) Sentence Strips with idioms

Students need: Pencils Color pencils/crayons Glue stick

Family, community and other resourcesStudents will be asked to think about if they have heard anyone in their family using idioms when speaking. They will ask their parents about the idioms that they use to share with the class.

II. Context for Learninga. Organization of Students (e.g., small ability groups, large group, etc.): Students will be organized as a whole group during guided practice. They will work independently during independent practice. Students with IEPs will be pulled for small group writing support during independent practice

b. Real life connections (make a list). Students will be shown a short video clip about idioms to understand how they are used in everyday language. c. Cross curricular connections

Writing- Students will write a paragraph about their day in school yesterday and incorporate their idiom.

Reading- Students will be given picture books about idioms.d. Describe potential difficulties students may experience with the content.

Students may have a difficult time understanding figurative language. Some may take idioms literally and have a difficult time making a connection between the literally meaning and what it is supposed to mean.

III. Prerequisite Knowledgea. What prerequisite knowledge is required for this lesson?

Students should know how to compose a paragraph. b. How will you make sure that your students have that knowledge and what will you do if they do not have that knowledge? Students that need the prerequisite knowledge will be identified and small group instruction and support will be given.

b. How will you activate prior knowledge during the lesson?Students will be shown the following two sentences using the elmo:

Fatima’s new bike cost an arm and a leg. While riding his bike, Jordany fell and cut his arm and leg

I will read both sentences and ask students which sentence do they think refers to and actual arm and leg? Did Fatima really pay an “arm and a leg” for her bike? Can you make an inference about the meaning of Fatima’s new bike cost an arm and a leg? “Students, sometimes people or authors use groups of words with special meanings to be more descriptive. These groups of words are referred to as idioms. Idioms are a group of words or an expression that doesn’t exactly mean what the words say.”

IV. Prepare Students for Instructional Contenta. How will you gain students’ attention? Teacher: “Okay boys and girls..It is

Language Arts time!b. What will you say to inform students of lesson objective(s)? Teacher: “Today we

will be learning about idioms. By the end of the lesson, you will understand the meaning of idioms, illustrate an idiom of your choice and write a paragraph using your idiom.”

c. List key vocabulary that students will need to know in the lesson and how will you make sure that students know the meaning of those words?

Idiom

I will explain the meaning and give examples of idioms to students. I will also provide them with a definition and example worksheet.

V. Instructiona. What activity, game, effective technique or strategy will be used in the

lesson?

Modeling Providing examples and non-examples Defining vocabulary Visual representation Video clip

b. How will you model the skill? And/or How will you teach the content? What is going to happen, what will you say, what questions will you ask, what handouts will you use? Be specific in terms of how your lesson will meet your objective(s).

I will begin by Activating Prior Knowledge:

Students will be shown the following two sentences using the elmo:

Fatima’s new bike cost an arm and a leg. While riding his bike, Jordany fell and cut his arm and leg

I will read both sentences and ask students which sentence do they think refers to and actual arm and leg? Did Fatima really pay an “arm and a leg” for her bike? Can you make an inference about the meaning of Fatima’s new bike cost an arm and a leg? We will discuss the meaning “Students, sometimes people or authors use groups of words with special meanings to be more descriptive. These groups of words are referred to as idioms. Idioms are a group of words or an expression that doesn’t exactly mean what the words say.”

“Does anyone want to share an idiom that you have heard or that you have used before? Idioms are part of everyday language. I am going to show you short video clip about idioms.”

c. What will you/students do during guided practice?

Students will be told that they will be illustrating one idiom and writing a sentence about what it means.

I will show students my illustration and meaning of the idiom “an arm and a leg.” Students will be given a worksheet consisting of 11 idioms. They may choose one of the idioms to illustrate and write the meaning. Sentences will be provided to

help students determine the meaning.

Ants in their pants –The students had ants in their pants. The kept getting up from their seats.

Piece of cake –Kaleb thought the test was a piece of cake and was the first one finished

Keep an eye on – Mom told Ricardo to keep an eye on the baby while she went to the bathroom.

All ears - Ms Terrel’s class was all ears while she read the story. Under the weather – Christian is under the weather. He has a bad cold. Music to my ears – When I heard I got an A on my test, it was music to

my ears. Catch some Zs – Sergio is so tired. He is going to catch some Zs. Tickled pink -Melanie was tickled pink when she found out that she was

going on vacation to Disney World. On the dot – The students at Paul Robeson need to be to school by 9:00

am on the dot. Don’t be late. A pigsty – Fabian has to clean his room. It is a pigsty. Let the cat out the bag – When Daisy was given a surprise for her

birthday, she already knew about it. Someone let the cat out the bag .

d. What will students do during independent practice?

Students will be asked to write a paragraph about their day in school yesterday and incorporate their idiom. (15 min total, 5 min.-modeling, 10 min.-student writing)

VI. Assessment

How will you assess whether students have met your learning objective(s)?* Assessment activities must be concrete and tangible, (i.e., teacher observation not a valid entry). Include a checklist or worksheet that will be used to assess EACH objective and EACH student.

Independence practice worksheet will be used as a formative assessment.

VII. Time TableMake a chart that shows the amount of time for each component of the lesson,

including assessment and closure.

Number of minutes

Title of the activity Students doing Me doing

0 - 10 min. (10 min) Activating prior knowledge and Introduction of idioms

Answering question and engaging in class discussion

Asking questions modeling and facilitating discussion

10– 30 min. (20 min.)

30-45 min. (15 min.)

45-50 min. (5 min.)

50 minute lesson

Guided practice

Independent Practice

Closing

Listening to a short video clip about idioms. Illustrating idiom of their choice and writing one sentence describing the meaning of the idiom.

Listening and paying attention to the teacher’s sample paragraph using an idiom.

Writing a paragraph using their idiom

Some students will share paragraph

Playing a short clip from YouTube about idioms. Modeling, giving directions and monitoring and scaffolding students

Showing students a sample paragraph and giving them directions.

Choosing several students to share

VIII. Closure

a. Wrap Up/ClosureSeveral students will share paragraphs (5 min.)

b. Activity or extension to be completed at home (i.e., homework)

VIII. Notes for Modifications/Accommodations

Modifications/accommodations should be included in your lesson plan in italics

Modifications

Christian, Kailash, Komora and Jerimiah:

1. Students will be provided with worksheets consisting of the definition and examples of idioms and examples

2. Teacher will model idioms using a visual representation3. Students will be pulled for one-on-one writing support when writing their

paragraph4. Sentence starter for paragraph5. Scaffolding/prompting

Name______________________________ #_______ Date____________

Idioms

Part 1: Introduction

An idiom- is a group of words or an expression that doesn’t exactly mean what the words say.

Example: Fatima’s new bike cost an arm and a leg.

An “arm and a leg” means that it cost a lot. Fatima’s bicycle cost a lot.

Part 2: Illustrate

a. Pick an idiom from the list below that you want to illustrate.

b. Draw a picture of the idiom.

c. Write one sentence telling what your idiom means.

1. Ants in their pants –The students had ants in their pants . The kept getting up from their seats.

2. Piece of cake –Kaleb thought the test was a piece of cake and was the first one finished.

3. Keep an eye on – Mom told Ricardo to keep an eye on the baby while she went to the bathroom.

4. All ears – Mrs. Terrel’s class was all ears while she read the story.

5. Under the weather – Christian is under the weather. He has a bad cold.

6. Music to my ears – When I heard I got an A on my test, it was music to my ears.

7. Catch some Zs – Sergio is so tired. He is going to catch some Zs .

8. Tickled pink -Melanie was tickled pink when she found out that she was going on vacation to Disney World.

9. On the dot – The students at Paul Robeson need to be to school by 9:00 am on the dot. Don’t be late.

10. A pigsty – Fabian has to clean his room. It is a pigsty.

11. Let the cat out the bag – When Daisy was given a surprise for her birthday, she already knew about it. Someone let the cat out the bag.

Example of an illustration of an idiom and a sentence telling the meaning:

Idiom: Arm and a leg

Illustration:

Meaning of idiom: An arm and a leg means that something was VERY expensive.

Part 2: Illustrate

Name______________________________ #______ Date_______________

Paste idiom here

Illustration

Meaning of idiom: ______________________________________________

Part 3: Write

Name ____Mrs. Summiya__________ #_30___ Date___12/3/13________

Sample paragraph:

My day at school yesterday was not so great. During recess my friend let me

play with her iPad. I was having so much fun playing Subway Surfers.

However, I was so focused on playing the game that I wasn’t watching

where I was walking, and I tripped and dropped my friend’s iPad!

Embarrassed, I showed my friend the broken glass of her iPad. She was so

upset. She told me that is would cost her parents an arm and a leg to fix it. I

apologized to her, and told her that my parents would pay for it.

Name______________________________ #______ Date_______________

Part 3:

Write a paragraph about your day at school yesterday using your idiom.

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Name______________________________ #______ Date_______________

Part 3:

Write a paragraph about your day at school yesterday using your idiom.

My day at school yesterday was____________________________________

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