This lesson plan outlines a lesson for 1st grade students on idioms and figurative language. The teacher will read the story "More Parts" aloud with students and discuss idioms found in the text. Students will learn what idioms are, identify examples from the story, and practice matching idioms to their meanings. The teacher will assess student understanding through observation, questioning, and having students complete a worksheet matching idioms to definitions. Accommodations are outlined for a deaf student, including use of an FM system and individual instruction.
This lesson plan outlines a lesson for 1st grade students on idioms and figurative language. The teacher will read the story "More Parts" aloud with students and discuss idioms found in the text. Students will learn what idioms are, identify examples from the story, and practice matching idioms to their meanings. The teacher will assess student understanding through observation, questioning, and having students complete a worksheet matching idioms to definitions. Accommodations are outlined for a deaf student, including use of an FM system and individual instruction.
Original Title
aiello molly- sas lesson plan 6 - idioms- more parts
This lesson plan outlines a lesson for 1st grade students on idioms and figurative language. The teacher will read the story "More Parts" aloud with students and discuss idioms found in the text. Students will learn what idioms are, identify examples from the story, and practice matching idioms to their meanings. The teacher will assess student understanding through observation, questioning, and having students complete a worksheet matching idioms to definitions. Accommodations are outlined for a deaf student, including use of an FM system and individual instruction.
This lesson plan outlines a lesson for 1st grade students on idioms and figurative language. The teacher will read the story "More Parts" aloud with students and discuss idioms found in the text. Students will learn what idioms are, identify examples from the story, and practice matching idioms to their meanings. The teacher will assess student understanding through observation, questioning, and having students complete a worksheet matching idioms to definitions. Accommodations are outlined for a deaf student, including use of an FM system and individual instruction.
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Running head: SAS LESSON PLAN: MORE PARTS
Saint Josephs University
Pennsylvania Standards Aligned System Lesson Plan Format Candidates Name: Molly Aiello Course: SPE 739 Student Teaching Date: 2/26/16 Subject: English/Language Arts Duration: 45 minutes- Individual TOD Session Grade Level: 1st Grade Lesson Topic: Idioms and Figurative Language 1
Big Idea(s) and Related Essential Question(s)
a Big Idea: Through reading a story book, students will be introduced to the idea of figurative language and how it is used within the English Langue. b Question: What is figurative language? c Question: What is an idiom? d Question: What idioms are found within the story More Parts? e Question: How are idioms used within the English Language? f Question: How can I identify idioms? g Question: What do different idioms mean?
Instructional Objectives: a Students will learn what figurative language and idioms are. b Students will identify idioms used in the childrens storybook, More Parts by Tedd Arnold c Students will be able to correctly identify the meaning of a specific list of idioms.
Related Academic Standards: Common Core and/or PA Standards:
a NYS: CC: ELA: 1st Grade: Reading Standards: Integration of Knowledge and Ideas: Use illustrations and details in a story to describe its characters, setting, or events. b NYS: CC: ELA: 1st Grade: Reading Standards: 5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings c NYS: CC: ELA: 1st Grade: Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
Vocabulary: a Idiom b Break your heart c Give me a hand d Crack you up e Stretch your arms and legs f Hold your tongue g jump out of his skin h Screams her lungs out
SAS LESSON PLAN: MORE PARTS
i
Lose your mind
Materials/Resources: a More Parts Childrens storybook, by Tedd Arnold, published 2001. b More Parts Vocabulary Matching Activity c Pencil d Reading Strip
Instructional Procedures: a Introduction: The TOD (Teacher of the Deaf) will enter the students classroom and pick up the student for her individual TOD session. Once in a quiet place, (location varies on the available space), the TOD and student will catch up on the students life and evening events. The TOD will be sure to ask the student the following questions: How is school going?, Are there any topics that are particularly challenging?, etc. b Developmental Activities: Todays activity will focus on idioms. The teacher and student will have a verbal discussion about what an idiom is and how they are used within the English language. The teacher will use the example, break a leg. The teacher will emphasize that this phrase is not really wishing harm upon another person but instead wishing them good luck. If the student has heard of idioms before or if this discussion helps the student identify past idioms she has been exposed to, the teacher and student will create a prior-knowledge list of idioms. Next the student and teacher will read the childrens book, More Parts by Tedd Arnold. The teacher and student will take turns reading. Throughout the reading, the student will be asked to identify idioms as they come up in the story. Each time one shows up, the student and teacher will talk about how the main character would describe the phrases meaning and then they will discuss the phrases true meaning. c Closure Activity: At the end of the story the teacher will hand out an idiom matching worksheet for the student to complete.
Addressing Learners Diverse Needs:
a If needed, the student can use the storys pictures to provide a visual support to better understand the meaning of the idioms. b For individuals with a delayed vocabulary development, the teacher and student will discuss each idiom and their meanings to help with activity understanding. c Student O will use her hearing aids to better access the lesson. d Student O will use an FM system transmitter and reviver to have a more clear access to the teachers voice. The teacher will wear/use the FM transmitter microphone and speak clearly. The student will wear FM receiver attachments on her hearing aids to receive the FM sound of the teachers voice. e If needed, student O will be reminded to attach her FM receivers. f Student O will wear glasses to see clearly. g Student O will receive her TOD sessions in a quiet place to assure access to instruction
SAS LESSON PLAN: MORE PARTS
h When possible, student O will receive instruction in a small group or individual
setting. i Student O will use repetition and practice to master a new skill due to her learning disabilities. j Staff will allow extra processing time for student O to understand material being taught. k Student O will be allowed a scribe when needed or allowed to give verbal responses. This activity uses words that are cut out and glued, to provide the student with an alternative to writing her answers. l Additional visual reinforcements may be used to support student understanding of the idiom meanings. 8
Formative/Summative Assessment: a Formative Assessment: Staff will use planned observation and surveying of the students ability. Staff will also use planned and spontaneous questioning tactic in the vocabulary discussion to ensure student understanding. Staff will observe the students responses and participation in the idiom definitions discussion. Staff will make a mental note of the students prior knowledge of idioms and post knowledge of the new vocabulary and their meanings. Staff will also oversee the lesson and worksheet activity. At the end of the lesson, the teacher will document in their daily progress notes, the observed behavior, knowledge, and success of the lesson for the student. The teacher will specifically identify specific areas in need of improvement or more assistance. b Summative Assessment: The student will complete the More Parts Idiom Vocabulary Matching worksheet based on their understanding of the lesson. The student will work independently to complete this worksheet and will be given minimal assistance, unless it is impossible for the student to complete the activity without it. The student will receive a grade out of 100% based on their matching accuracy.
Reflection on Planning/Instruction: a Data analysis will be conducted based on students past performance b If needed, re-teaching will be used to make sure the student is mastering the content material (as applicable)
Appendix A:
SAS LESSON PLAN: MORE PARTS
More Parts Vocabulary Matching Activity
Name: ______________________________________ Date: ____________________ Directions: Match the idiom to its correct meaning by writing the letter on the line. a. Break your heart
_______: help you out
b. Give you a hand
_______: stop talking
c. Lose your mind
_______: make you laugh
d. Hold your tongue
_______: go crazy
e. Scream your lungs out
_______: yell loudly and for a long time
f. Stretch your arms and legs
_______: get really scared suddenly
g. Jump out of your skin
_______: warm up your muscles
h. Crack you up
_______: makes you really sad
Directions: Pick an idiom and write it in a sentence on the lines below.
