Name: Nicole Deciantis Cohort: A1

Lesson Plan

Lesson Title: ____Idioms: Introduction____ Grade: ____5___ Date: __Dec. 5, 2016___

Subject/Strand: ____Language____Unit:__Figurative language_ Location: ___Classroom___ Time:

(length in minutes): __50 min__

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are
the big ideas/essential/enduring understandings?)

Students will be introduced to the concept of idioms. They will listen to a Christmas poem that includes
idioms. They will be asked to identify them and provide their contextual meaning. Students will then be
shown/read idioms where they will write on a work sheet what they believe the meaning to be. Lastly,
students will engage in a game of Bingo. Bingo cards will incorporate idioms, they will be circled or crossed
out when students are given the meaning and they find the correct idiom.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Written
3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to
correct errors, refine expression, and present their work effectively;

Reading
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of
how they help communicate meaning;

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from
the Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic
number of expectations (1 to 3), have expectations that match assessment

Vocabulary

3.3 confirm spellings and word meanings or word choice using a variety of resources appropriate for the
purpose (e.g., locate guide words, word meanings, spelling charts, pronunciation keys, schwa symbol,
idioms

Elements of Style

2.4 identify various elements of style including word choice and the use of similes, personification,
comparative adjectives, and sentences of different types, lengths, and structures and explain how they
help communicate meaning (e.g., a series of short sentences can help communicate a sense of finality: He
didnt. He couldnt. He wouldnt. The matter was settled. It was time to move on.)

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students
are expected to know and be able to do, in language that students can readily understand.)
Today I will learn
The meaning of idiom, and how to identify one.
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn?
(Clearly identify the criteria to assess students learning, as well as what evidence of learning students will
provide to demonstrate their knowledge, skills and thinking, in language that students can readily
understand).
I can: Listen to /read a poem, and identify idioms.
I can: be given an idiom, and write the meaning.

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I can: Identify idioms, by being told their meaning.
Assessment How will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply):
Knowledge and Understanding; Thinking; Communication;
Application
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)

Assessment Mode Assessment Strategy and Task
Written, Oral, Performance for Students- What are the
(Write, Say, Do) Indicate students doing to show their
whether learning? e.g. turn and talk, role
play/individual, cooperative, etc.
It is as, of, or for
For Students will listen to a poem,
and verbally identify what they
Written believe the idioms to be.
Assessment Tool - Instrument used
to assess task and record learning
e.g., rubric, checklist, observation
sheet, turn/talk, role play etc.
This will be a formative
assessment to see if students
understand the concept of idioms.

Students will be verbally/ The written portion will be

visually given idioms, and
students are to write what they
believe the meaning to be.
Students will engage in a game
of idiom bingo. Students will
demonstrate their
understanding by being told the
meaning of an idiom, and they
CONSIDERATIONS FOR PLANNING
assessed based on correctness.
Students will self assess whether
or not they understand the concept
by placing a red, yellow, or green
dot on this work sheet. Here the
teacher can make any necessary
changes to the lesson or
incorporate a review during next

Prior Learning: Prior to this lesson, students will have

* According to the curriculum, students will have been exposed to idioms during fourth grade
language: writing.
*
Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,
Modifications
M will have access to Google Translate during the verbal/written portion of the lesson. A
visual of each idiom will be available for her to see in order to translate. If she has difficulty
with the translation, as idioms may be very confusing, she may be exempt from this
exercise. During Bingo, students can volunteer to tell the class the idiom answers, this will
allow M to cross idioms off her Bingo list.
A will be provided with as many visuals, and verbal communications as possible. A will be
provided with a idiom meaning word bank for the written portion in order for him to have
correct spelling and options to choose from.
A and M will be able to verbally explain their understandings if unable to write them during
class exercises.
J may have to be encouraged/ kept on task. J will not requite any written or oral
differentiation.
Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization,
independent work, collaboration, initiative, self-regulation
Students must be able to stay on task during class exercise in order to properly complete the written
portion of this lesson. Students will have to self regulate during the Bingo game in order to maintain a low
class volume to complete the game.
Vocabulary (for word wall and/or to develop schema)

Idiom

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Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson.
Include any attachments of student worksheets used and teacher support material that will support
communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where
appropriate.
Idiom Christmas poem
Idiom Hand out
Idiom Bingo cards
Idiom power point
Idiom meaning definitions
Lists of Idioms
Writing tools
Projection, laptop.
Learning Environment (grouping; transitions; physical set up)

Students will work in a regular classroom setting. Students will transition based on teacher
cues. Students will work at their individual desks.
Cross Curricular Links

Three Part Lesson

Identify what the students are expected to think about or do. Write the lesson description with
enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:

Minds on: Motivational Hook/engagement /Introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-
determine key questions to guide lesson.
Time: ______-___10 min__ (Indicate time breakdown
of instructional elements)

Teacher announces that students will be

begging language. Class is asked to remove
everything off of their desks except for a
pencil.
I think its a kind of sentence or phrase.
Slide show should contain written examples of
each idiom.

Today we will be learning about idioms. Does anyone

know what an idiom is?
That something was really easy.
Idioms are common sayings that have a meaning that
is not literally what it says. For example, that was a
piece of cake!

What does this saying mean?

Exactly, it does not mean there is a physical piece of That you were so hungry that you ate a lot.
cake, it is a saying that means something was easy.
Students put up hands and provide any of
Another example could be, I was so hungry last night, their own examples.
I ate like a horse!
Who can tell me what this idiom means?

Exactly! Can anyone give me their own example?

Todays success criteria,

I can: Listen to /read a poem, and identify the idioms.
I can: be given an idiom, and write the meaning.
I can: Identify idioms, by being told their meaning.

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Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of
learning.
Time: ______-__30 min__ (Indicate time breakdown of
instructional elements)

I am going to read a Christmas poem, and you are

going to tell me each idiom and tell me what it
means.

Students will identify all 10 idioms.

Students may require some help with their
meanings as they are somewhat uncommon
examples.

Number 1, trying hard not to upset someone.

Teacher provides students with additional,
more common examples of idioms.
Okay class, I will now be giving you idioms by saying
them and displaying them on the board, and you will
be writing down what you understand their meanings
to be.
Number 2, two people who are very similar.
Number 3, people think they would be
happier if things were different.
Number 4, very rarely.
Number 5, something sudden.

Number 1, Walking on egg shells. On your handouts

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write down what you think this means.
Number 2, Two peas in a pod.
Number 3, The grass is greener on the other side.
Number 4, Once in a blue moon.
Number 5, Out of the blue.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: ______-___10 min__ (Indicate time breakdown of
instructional elements)

Students will engage in a game of Idiom Bingo.

Okay class, we will be playing a game of Bingo!

I am going to tell you the meaning of an idiom, and
you are going to circle the correct idiom Bingo box.
To allow for differentiation students can
volunteer to identify each idiom in order to
allow all students to play.
Here students will demonstrate their
learning by identifying idioms based on their
meanings.
They can provide answers for peers who may
not fully understand the concept.

Extension Activities/Next Steps (where will this lesson lead to next)

Students will apply what they have learned from this lesson during the next lesson on idioms.

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Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson
for this subject/topic)
The Lesson:

The Teacher:

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