ALEX Lesson Plan

     

Fun With Idioms

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  This lesson provided by:  
Author:Geneva Hughes
System: College/University
School: University of North Alabama
  General Lesson Information  
Lesson Plan ID: 33426

Title:

Fun With Idioms

Overview/Annotation:

This lesson is designed to help students become comfortable with idioms.  Students will work closely with idioms to discover meanings and present them to the class.  Students will use technology to present the information.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 3
4 ) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [RL.3.4]

Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate information from digital sources to answer research questions.
  • curate information to present or share with others.
Teacher Vocabulary:
  • curate
  • keyword
  • search engine
  • database
Knowledge:
Students know:
  • that information to research questions can be obtained from digital sources.
  • how to use resources to organize information.
  • how to use resources to present or share with others.
Skills:
Students are able to:
  • create a list of keywords or phrases to enter into a search engine and/or database such as the Alabama Virtual Library.
  • use additional words or punctuation to narrow search such as AND (+), OR, NOT (
  • ), and quotation marks.
  • organize information.
  • share information by creating a digital resource.
Understanding:
Students understand that:
  • information can be located from a digital source to answer research questions.
  • information can be organzied and shared by creating a digital resource.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains using digitial tools.
Teacher Vocabulary:
  • key ideas
  • informs
  • persuades
  • entertains
  • communicate
  • digital tools
  • collaborate
  • online environment
  • tutorial
  • artifact
Knowledge:
Students know:
  • that digital tools are available that enable them to inform others.
  • that digital tools are available that enable them to persuade others.
  • that digital tools are available that enable them to entertain others.
  • how to locate directions or tutorials for working in digitial tools.
  • that communication has a specific purpose and audience.
  • that collaboration in digital tools can occur 24/7 in various locations.
Skills:
Students are able to:
  • design communications using various digital tools that informs, persuades, and/or entertains.
  • locate and follow directions or tutorials for working with digital tools.
  • explain the purpose of an artifact they create.
  • collaborate with peers in an online environment.
Understanding:
Students understand that:
  • various digital tools are available to communicate key ideas and details.
  • directions or tutorials can be located online to assist with creation.
  • all communication has a purpose.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • conduct basic keyword searches to produce valid, appropraite results, and evaluate results for accuracy, relevance, and appropriateness.
Teacher Vocabulary:
  • keyword
  • search
  • valid
  • true
  • accuracy/accurate
  • relevance/relevant
Knowledge:
Students know:
  • strategies to conduct keyword searches.
  • strategies evaluate the accuracy of information.
  • not all information online is valid or true.
Skills:
Students are able to:
  • conduct basic keyword searches using basic words and phrases.
  • explain how they know information located online is valid or true.
Understanding:
Students understand that:
  • using specific keywords while searching will deliver best results.
  • not all information online is valid or true.
English Language Arts
ELA2021 (2021)
Grade: 3
2. Present information orally using complex sentence structures, appropriate volume, and clear pronunciation.

a. Use oral language for different purposes: to inform, to entertain, to persuade, to clarify, and to respond.
Unpacked Content
Key Academic Terms:
2.
  • Present
  • Orally
  • Complex sentence structure
  • Appropriate volume
  • Clear pronunciation
2a.
  • Oral language
  • Inform
  • Entertain
  • Persuade
  • Clarify
  • Respond
Knowledge:
2. Students know:
  • Clear oral communication requires the speaker to use complex sentence structures, appropriate speaking volume, and correct speech pronunciation.
2a.
  • Oral language is used for different purposes.
  • Oral language can be used to inform about a topic, to provide an entertaining story, to persuade someone about a particular opinion, to further explain a topic, or to respond to someone else's ideas.
Skills:
2. Students are able to:
  • Form complex sentences, use appropriate voice volume based on the situation or environment, and use clear pronunciation when sharing information orally.
2a.
  • Use their listening and speaking skills to inform an audience about a topic.
  • Use their listening and speaking skills to entertain an audience.
  • Use their listening and speaking skills to further explain information or provide additional details.
  • Use their listening and speaking skills to respond to others' ideas or questions.
  • Use their listening and speaking skills to persuade an audience about a particular opinion.
Understanding:
2. Students understand that:
  • Presenting information orally requires them to use complex sentences, an appropriate voice volume for the setting, and speaking words clearly.
2a.
  • They can use their oral language skills for a variety of purposes, including informing others, entertaining others, persuading others, clarifying ideas, and responding to others.

Local/National Standards:

 

Primary Learning Objective(s):

Students will:

  • Research a common idiom using the Internet.
  • Describe and explain the idiom to the class.
  • Create a media presentation based on the idiom.
  • Demonstrate the knowledge of their chosen idiom.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

Time Not Specified

Materials and Resources:

Teachers will need:

  • Example of presentation to model for students
  • List of idioms for students to choose from

Technology Resources Needed:

Students will need:

Background/Preparation:

Teacher will need to discuss idioms as well as introduce literal and nonliteral language.  Students will need to gain the understanding of what an idiom is and how to use it. 

  Procedures/Activities: 

Introduce the concept of literal and nonliteral language by teaching idioms.

  1. Idioms are expressions that don't mean exactly what they say.  If I said, "Hold your horses!"  What does this mean?  What about, "It's raining cats and dogs." Are there really cats and dogs falling from the sky?  No, but you know that's it's raining really hard and it's a very loud rain.  These are both idioms.  When using idioms we are using nonliteral language.
  2. Literal language is when I say exactly what I mean.  "Hurry up! We're late for school!"  What do I want you to do?  Hurry because we are late for school!
  3. Students will be prompted to go to www.readwritethink.org/files/resources/interactives/idioms/index.html. Complete the first page together.  Show students how to complete the sentence by using the drop box.  "School would be ______ without tests and homework."  Let's look at the dropbox to find what may fit here.  If students struggle with this.  Point out the illustration.  Is there anything in the picture that can help us figure this out?  It's a bed with roses, let's look for that!  What is the metaphorical meaning of this idiom?  This means what does this mean?  What would happen to school if we didn't have tests or homework?  It would be easy!  So a bed of rose's means- something could be easy.  Now let's use this idiom in a sentence.  Model how to make a complete sentence using ideas from the class.
  4. Put students in 6 groups of 3-4 and assign a number.  Each group will complete a page.  There are 7 pages, we've done the first together.  You are going to complete a page with your group then share with the class.
  5. The next day students will review idioms and be assigned their presentation.
  6. Now it's your turn.  You are going to pick an idiom and research what it means.  You also get to make a presentation and present your idiom to the class.
  7. Teacher will discuss the expectations of the project.
  8. Show the  "On the Fence..." presentation.
  9. Now, let students draw a number out of a cup to pick which idiom they will research. 
  10. Students will use technology to research the meaning of their idiom.  The teacher should monitor students regularly to provide guidance and make sure that everyone is using the internet appropriately.
  11. Students will fill out their "Idiom Information Sheet" as they find answers online.
  12. Students will create a media presentation about their idiom.  They will use their Information Sheet as a guideline.
  13. Students will turn in their Idiom Information Sheet when doing their classroom presentation.  Rubric is on the back.
  14. Students should be able to explain their idiom as well as answer questions from the class.


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  Assessment  

Assessment Strategies

Students will turn in their "Idiom Information Sheet"

Students will be assessed based on the information provided during their presentation.  (See Rubric)

Acceleration:

Learning Games for Kids Website can be used to learn and identify new idioms.

http://www.learninggamesforkids.com/vocabulary_games/idioms.html

Intervention:

It would be helpful to ELL students if an ELL teacher or aide could assist them during this lesson.  Students who get done with this quicker than others can help struggling students.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.