Emily Leyba-Micro Teach 2

Lesson Cycle

Lesson Title/Topic: Figurative Language: Idioms (ELAR 3rd Grade)

Target Concept: Identify/Differentiate the literal and figurative meaning of idiomatic

expressions.

Standards/Rationale: 110.5.(b)(3)(D) Identify, use, and explain the meaning of antonyms,

synonyms, idioms, homophones, and homographs in a text.

Learning Target: Assessment:

Students will illustrate the literal and Completed worksheet.
figurative meaning of idiomatic expressions
on two pieces of paper with 80% accuracy.

Materials: A piece of cake, two pieces of paper (per group), art supplies (pencils, colored
pencils, markers, etc.), idiomatic expressions (drawn from a hat), There’s a Frog in My Throat!
by Loreen Leedy & Pat Street, Amelia Bedelia by Peggy Parrish, online videos
(https://www.youtube.com/watch?v=YPngxOnjKP0 and
https://www.youtube.com/watch?v=VOrcxEUw9WE) , worksheets

Lesson Cycle: (Direct Instruction; Mix, Pair, Share)

The teacher will: The student will:

Focus/Mental Set:
● Students gather together in a circle on the ● Gather in a circle on the floor at the front
floor at the front of the classroom. of the classroom.
● Ask students if either they, or someone ● Share examples of a time when someone
they know, have ever used a weird word said something silly that meant
or saying to describe something that something other than what they said.
was different from the real life (literal) ● Participate in class discussion about
meaning of what they said. figurative language.
● Have students share examples with the
class of a time when someone said
something silly/used figurative
language.
● Explain figurative language as a word or
phrase that does not have its normal,
literal meaning.
● Show students brief introduction to
figurative language video.
(https://www.youtube.com/watch?v=VOr
cxEUw9WE)
● Discuss the purpose of figurative
language.
 Emily Leyba-Micro Teach 2

● Explain to students that even if they have

not experienced this kind of language,
today will be “a piece of cake.”
Teacher Input:
● Hold up a piece of cake in front of the ● Stay in the circle on the floor.
class. ● Discuss how the cake relates to the
● Discuss how the cake might relate to the lesson.
lesson. Explain that for something to be ● Identify and discuss different idioms.
“a piece of cake” means that it is easy. ● Listen to the story about Amelia Bedelia.
This is an idiom. ● Find a partner and come up with two
● Ask students if they know what an idiom idioms that were used in the story.
is. ● Share aloud with the class.
● Explain an idiom as an expression that ● Discuss what would happen if we took
doesn’t mean exactly what it says. idioms/ figurative language literally.
● Identify different examples of idioms. ● Watch the video.
● Read Amelia Bedelia by Peggy Parrish
aloud to the class. Make sure all
students can see the book.
● Using the Mix, Pair, Share cooperative
learning strategy, have students turn to
the person to their right and identify two
idioms they heard in the story.
● Have a few pairs share with the class.
● Explain that sometimes it can be difficult
to understand and maybe even
confusing when people use idioms (and
other forms of figurative language)
because it does not always mean what it
says.
● Discuss what might happen if people
took idioms literally.
● Play video.
(https://www.youtube.com/watch?v=YP
ngxOnjKP0)
Guided Practice:
● Use the Student Self-Selection of Key ● Identify, discuss, and review key
Vocabulary ELL learning strategy to allow vocabulary words as a class.
students to share, discuss, and review ● Observe the illustrations in There’s a Frog
vocabulary words as a class before in My Throat!
completing their guided practice. ● Participate in the exercise demonstrating
o Vocabulary: and using hand/body gestures while
-Figurative (Language) saying the idioms.
-Literal ● Notice how each idiom is illustrated in
-Idiom/Idiomatic expression the book.
 Emily Leyba-Micro Teach 2

● Instruct students to pair up and pick a flat ● Find a partner and pick an area to work.
area to work in the classroom. ● Draw an idiom from a hat.
● Pass out the materials needed for the ● Illustrate the literal and figurative
assignment (markers, colored pencils, and meanings of the idioms drawn from the
two long pieces of paper per group). hat.
● Explain to students that sometimes the ● If time permits, present the projects to
easiest way to show the different the class.
meanings of idioms is to see them in front
of you in illustrations.
● Show students a few examples of idioms
illustrated in There’s a Frog in My Throat!
● Using the examples in There’s a Frog in
my Throat!, complete a short exercise
demonstrating and using hand/body
gestures while saying the idioms.
o example:
▪ Idiom: Bug off!
▪ Action: Wave arms in
the air like you’re
swatting at a fly
▪ Idiom: He has ants in
his pants
▪ Action: Wiggle
around/fidget
▪ Idiom: They made a
monkey out of me!
▪ Action: Act like a
monkey
● Repeat these actions as a class then
1.) Say the idiom and have the class
do the action. 2.) Do the action and
have the class say the idiom, and 3.)
Have the students say the idiom while
doing the action.
● Make sure students notice how each
idiom is illustrated literally in the book.
● Give the instruction that each pair is to
illustrate two idioms.
● Show students how to fold their paper
“hamburger style.” On each sheet of
paper, have students draw the figurative
meaning on the top half and the literal
meaning on the bottom half of the paper.
● Have each pair come to the front of the
 Emily Leyba-Micro Teach 2

classroom at a time to draw two idioms

from a hat.
● Let students know they can look at the
There’s a Frog in my Throat! book for
examples of idioms and their meanings.
● Allow students 20 minutes to complete
their illustrations.
● If time permits, have students present
their projects to the class.
Independent Practice:
● Have each student complete a worksheet, ● Complete the “Easy as Pie” worksheet.
(“Easy as Pie”) matching each idiom with ● Check/Grade the worksheet for errors.
its literal meaning to check for ● Turn the “Easy as Pie” worksheet in.
understanding.
o 1. Hold your horses.
o 2. He has ants in his pants.
o 3. She gave me the cold shoulder.
o 4. Someone let the cat out of the bag.
o 5. I’ll believe that when pigs fly!
o 6. Cross your fingers that you pass
your test.
o 7. It cost me an arm and a leg.
o 8. It’s raining cats and dogs.
o 9. Don’t cry over spilled milk.
o 10. Cat got your tongue?
o 11. Who spilled the beans?
o 12. He broke her heart.
o 13. You crack me up!
o 14. I’m going to pig out on ice cream.
o 15. A little birdie told me you’re doing
great.
● Help students as needed.
● Read off the correct answers when all
students have completed the worksheet.
● Have the students grade their own
worksheet.
Closure:
● Reflect on what an idiom is. ● Record their favorite thing they learned
● Ask students to write down their best on an index card.
definition of an idiom along with their ● Stand up, pick a partner, swap and read
favorite idiom on a note card. their cards to each other.
● Have students get into groups of four and ● Swap back and turn the card into the
share teacher.
● Have students add the new vocabulary ● Add new vocabulary words to the
 Emily Leyba-Micro Teach 2

words to the Content Word Wall (under the Content Word Wall.
corresponding letter) until it is mastered.

Options:
Enrichment:
● Have students illustrate idioms they find
in their independent reading or songs.
● Research idioms in different
countries/cultures using books and the
internet.
● Have students use an idiom of their
choice in a sentence.
Reteach:
● Provide students with a list of common
idioms.
● Gather students who need extra support
in a small group and show them pictures
of the literal and figurative meanings of
different idioms side-by-side, and have
the students describe the relationships
between the two meanings.

Modifications/Accommodations:

● Allow students to complete less ● Allow students who have a difficult

illustrations than the rest of the class.
● Create an alternate assignment about
idioms.
● Allow students to work on a previous
assignment.
● Use simpler language when giving
instructions.
time listening to instruction or stories
to follow along with a word
window/text in front of them.
● Provide students who cannot complete
the assignment in the allotted time a
few extra minutes.
● Allow students to work in a different
room with a classroom aide as a
partner.

References:
“Idiom Song (Idioms by Melissa).” YouTube, YouTube, 12 Aug. 2013,
www.youtube.com/watch?v=YPngxOnjKP0.

Leedy, Loreen, and Pat Street. There's a Frog in My Throat! 440 Animal Sayings a Little Bird Told
Me. Holiday House, 2004.

Roller, Sheena. “Figurative Language Explained.” YouTube, YouTube, 29 Sept. 2014,

www.youtube.com/watch?v=VOrcxEUw9WE.

Parish, Peggy. Amelia Bedelia. Harper Collins, 1993.