Original Lesson Plan

Name: Savannah Baker

Topic: Idioms

Grade: 5

Duration: 45 minutes

Curriculum Standards
State Curriculum Standards
ELACC5L5: Demonstrate
understanding of figurative
language, word
relationships, and nuances
in word meanings.
a. Interpret figurative
language, including similes
and metaphors, in context.
b. Recognize and explain the
meaning of common idioms,
adages, and proverbs.

Central Focus/ Essential Question

What big ideas and/or goals will drive your instruction?
This lesson focuses on recognizing and understanding the
meaning of commonly used idioms. Students will give the
correct meaning of idiomatic expressions and illustrate their
meanings. By analyzing idioms, students will be able to explain
their origins in order to uncover their meanings.
What is your essential/ focus question for this lesson? This
question should be open-ended, require critical thinking, and
be aligned with the standard.
Why is it important to understand the meanings of commonly
used idioms?

Lesson Objective/s
Students will know:
Students will be able to:
An idiom is a group of words that
Identify common idiomatic expressions
cannot be understood merely by
used in everyday speech
knowing the individual meanings of its
Recognize and understand the meaning
elements
of idioms
Idioms can be silly because they dont
Give the correct meaning of idiomatic
mean what they say
expressions and illustrate the meanings
An idioms origin may help determine
Analyze idioms and explain the history
the meaning that most people know and
behind them
accept
Assessment
Informal:
During instruction, I will call students up to
the board to write the definition of idioms
that are displayed in the Prezi. Students
will each be given a different idiom. They
will read that idioms origin and illustrate
what the idiom sounds like it means. I will
observe students as they illustrate their
idioms and make sure that their work is
correct. I will walk around during the
group activity and ask students questions
regarding the idioms they have to check for
understanding. (What did you learn about
the idioms origin? Does the origin of the
idiom affect the meaning?). Depending

Formal/Formative:
Students will be given 5 sentences that contain
common idiomatic expressions. They must
identify the idioms and provide definitions for the
idiom. They will be asked to underline the idiom
in each sentence and then write the meaning of the
idiom. This assessment will provide evidence that
students can recognize and understand idioms.
There will be a bonus for higher-level and gifted
students, but all of the students will be encouraged
to attempt it. For the bonus, they will write a
sentence using a common idiomatic expression
and define the idiom they used. The assessment
will be worth 10 points. Each item is made up of
two parts: identify the idiom and define the idiom.

Original Lesson Plan

upon the student responses, I will discuss
their answers with them, provide feedback,
and guide them in further understanding. In
groups, students will collaborate with their
group members to create a chart containing
common idioms and their meanings.

Each part of the item is worth 1 point and each

item is worth 2 points total. The bonus will be
worth 2 points as well. There are two parts of the
bonus: write a sentence with an idiom and define
the idiom. Each part of the bonus is worth 1 point.
In order to show mastery, the students must get 8
out of 10 points.

Materials/ Resources/ Technology

Name cup
Grab bag
Prezi
Idiom poster
BM idiom pictures
Idiom cards
Idiom worksheets
Group list
Colored stickers
Charts
Assessments
Assessment Key
Assessment Checklist
Candy
Describe the specific instructional technologies you will use (ex: websites, SMARTboard
Notebook, etc).
I will be using the Smartboard to display the Prezi, which will be used throughout the duration of
the lesson. The Prezi will be used to introduce key concepts and provide examples.
Classroom Management
Specific Plan for this Lesson
I will continue to use a conduct card to record student behavior. Depending on what the student
did, I will write the number corresponding to that infraction on the day that the behavior
occurred. The numbers are as follows:
1. gum/candy/toys
2. unprepared/no books, pencils, paper, etc.
3. no homework
4. off task/head on desk
5. excessive talking during class
6. disregarding directions by teacher
7. disruptive behavior in halls/classroom
8. poor peer relationships
9. disrespectful to adults
10. disrespectful of property

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11. cheating
12. dress code violations
13. lack of parent/guardian signature
14. contraband (cell phones, Ipods, games)
15. other (out of seat, etc.)
Consequences:
Zero marks- homework pass, candy, etc.
One mark- warning/still receives candy
Two marks- no candy
Three marks- writing assignment: parent must sign
Four marks- missed recess/parent call
Five marks- office referral or parent conference
Certain circumstances- teacher discretion
Lost conduct sheet- automatic mark on conduct card
I will go over a couple classroom rules at the beginning of the lesson. I will reinforce positive
behavior by acknowledging students who are following directions as well as recognize this kind
of behavior by placing idiom pictures on the board. The class will have the chance to earn three
of these throughout the lesson. If all of the students have shown good behavior, then they will
receive a reward at the end of the lesson. I will use the attention getter to gain the students
attention during the lesson. The teacher will say ready to rock and the students will respond
ready to roll when they are refocused. I will also review group and partner expectations and
give specific directions for the use of materials. Students may fold, throw, or drop the cards, so I
will inform students that the cards are intended to help them and explain how they should be
used. Students may also complain about the groups they are assigned, so I will be sure to address
this up front and explain expectations for working cooperatively. I will be placing students in
groups of varying learning levels so that the higher-level students can help the lower level
students.
Time Management
Time Span:
Activator/Motivator: 5 minutes
Instructional Procedures: 35 minutes
Closure: 5 minutes
Instruction
Activator/ Motivator:
1. Introduce behavior expectations: review the rules and discuss how the class can earn a
reward. I will introduce the students to the attention getter I will use throughout the
lesson.
2. I will hook students by having them pull idioms out of a grab bag. Students will be asked
to tell the class what they think the idiom means.
3. Introduce essential questions (on board): Why is it important to understand the meanings
of commonly used idioms? I will emphasize that idioms have hidden meanings and

Original Lesson Plan

should not be taken literally. I will explain that idioms can be silly because they dont
mean what they say. I will tell the class that we will be looking at where some of these
idioms origins and how they got their meanings.
Instructional Procedures/ Learning Tasks:
4. I will use the Prezi to display key points and examples
of figurative language. I will draw students attention to the idiom poster, which also has
examples on it. While going through the Prezi, I will call students up to the board to write
the definition of idioms that are displayed in the Prezi.
5. Students will each be given a different idiom. They will write their idiom on the
worksheet as well as the meaning of the idiom. Then they will read that idioms origin
and illustrate what the idiom sounds like it means. I will explain the directions for this
activity and hold up one of the idiom cards as an example. I will observe students as they
illustrate their idioms and make sure that they are illustrating the literal meaning.
6. Students will get into groups based on what color sticker is on their paper. Students will
share their idiom, the meaning, the origin, and their illustration with their group. As
group members share, students will fill in the chart with the idioms and the meanings.
Questions for eliciting student thinking:
What did you learn about the idioms origin?
Does the origin of the idiom affect the meaning?
7. Once students have collaborated with their group members, I will ask each group to share
one of their idioms and define it. I will fill in the chart in the Prezi with the idioms and
meanings they provide. Prior to passing out the assessment, students will return to their
seats and I will collect the idiom cards. They will keep the charts they completed in
groups to use for future reference.
8. I will remind students that idioms are groups of words that dont exactly mean what they
say. I will reiterate that these expressions should not be taken literally. I will pass out the
formative assessments and ask the students to write their name at the top. I will read the
example to them and explain the directions.
9. Once students finish the assessment, they finish their idiom illustrations by adding color
to them. Students will be encouraged to use markers or colored pencils to make their
illustrations more creative. I will collect the illustrations at the end of the lesson and put
all of them together to create a class book.
Closure:
10. After all students have completed the formative assessment, we will review the essential
question and I will ask students to share their thoughts. Students will share with their
neighbor something that they learned about idioms. I will have several students share
their ideas and provide examples for the class. To connect to everyday experience and
future learning, I will ask students to close their eyes and envision an idiom in their head.
I will ask students to share what idiom they envisioned and discuss the meaning of the
idiom. I will ask students to consider the danger of not understanding idioms in a comical
way. Students will be given a reward depending upon their behavior.

Original Lesson Plan