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Lesson Plan

This lesson plan outlines a 4th grade reading and writing lesson on idioms that introduces students to common idioms and figurative language through class discussion, worksheets, and examples. The lesson objectives are for students to recognize idioms, determine literal and figurative meanings, and complete sentences with idioms. The plan details activities, assessments, accommodations, and reflections for teaching students about this figurative language concept.

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301 views3 pages

Lesson Plan

This lesson plan outlines a 4th grade reading and writing lesson on idioms that introduces students to common idioms and figurative language through class discussion, worksheets, and examples. The lesson objectives are for students to recognize idioms, determine literal and figurative meanings, and complete sentences with idioms. The plan details activities, assessments, accommodations, and reflections for teaching students about this figurative language concept.

Uploaded by

api-644493680
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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College of Western Idaho Lesson Plan Template

Name Date
Tarah Chiles 2/15/2022

Subject/Grade Topic
Reading and Writing/4th Grade Idioms
The big idea(s) or essential question(s)

 What are idioms and why do we use them?


 Can students distinguish between a literal meaning and figurative
meaning?

State of Idaho and/or common core standards addressed


CCSS.ELA-Literacy.L.4.5. B: Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings. Recognize and explain the
meaning of common idioms, adages, and proverbs.

Objectives
(what the students will be able to do as a result of the lesson)

 Students will be able to recognize an idiom in a sentence

 Students will be able to complete a sentence with idioms

TSWBAT

 Students will be able to identify idioms and the meanings of them


TSWBAT

 Students will be able to determine if a phrase is literal or figurative

Materials and/or technology Needed

 Crayons/writing utensil
 25 Common Idiom worksheets
 25 Figurative Language Worksheets
 Overhead Projector displaying images of a literal meaning and a figurative
one.

Activities/procedures (include anticipated time for each)


Introduction/activator
(5 Minutes) The beginning of this lesson will have the projector displaying two
images of Idioms.
 Instructor will ask, “What do these pictures mean, do they have similar
meanings?
 During class discussion instructor will write what the class thinks on the
board, then instructor will go through the pictures and explain what they
mean
 Instructor will explain what idioms are and when they are used
 Display examples of phrases that are literal and phrases that figurative
explaining each of them to the students
 After discussing idioms students should be able to start identifying them

Class activities Class activities


(what you/students will do) (why you will do them)

1. Instructor will go through some 1. This activity will expand students’


examples on the board, of knowledge on idioms and set
idioms in a sentence, and them up to work some on their
phrases with literal and own. Questions may be asked
figurative meanings. after this activity
2. Instructor will give students the 2. This worksheet will be used to
Common Idiom worksheet that help kids develop a greater
has two pages with examples of understanding of idioms and how
idioms to use them in a sentence.
3. (20 Minutes) Students will be 3. Students should be able to
asked to complete both pages of recognize idioms and arrange
the worksheet, which includes sentences with them.
making their own sentences, 4. Students should feel comfortable
finding literal and figurative sharing answers with one another
meanings of two idioms, and even if they feel like they didn’t
choosing idioms to complete the answer them correctly. If
sentence. students got similar ones wrong,
4. (5 minutes) Students will find a instructor will go through them
partner and compare answers as a class and demonstrate which
with one another. idioms are correct.

Closure/reminders
(15 minutes) To finalize lesson students will have time to ask any questions
they may have; we will go over the idiom worksheet before they turn it in.
 Students will be asked to clean up any materials and get ready to review
with figurative language sentences.
Assessment
(how you will know students met the objectives - include rubrics)

 (10 minutes) Students will be asked to answer what the idioms mean in
the sentences and turn in their paper as an exit ticket. The following
sentences will include:
o “I knew the answers on my test. It was a piece of cake.”
o “Matthew and Max have a lot in common. They are like two peas in
a pod.”
o “I used all my money to buy this candy. It cost me an arm and a
leg!”
o “It was a secret until my friend spilled the beans. Now everyone
knows.”
o “I don’t like pickles. I’ll like them when pigs fly.”
 Instructor will collect exit tickets and know if the students’ met objectives
by reviewing answers on the exit tickets. Students will know if they
understand if they got the meanings correct.
Accommodations/differentiation

 If students want more practice there will worksheets with bonus


questions, and they will be allowed to search their independent books and
try to find idioms.

 For the students that need extra support, the instructor will gather them
in a small group while the rest of the students are working on their
worksheets. To help their understanding the instructor will share
examples of similes and metaphors so they can grasp the idea of
figurative language. Discussion will take place how figurative language
can enhance writing and reading, and how context clues can be used to
figure out the meaning of idioms.

Reflection/evaluation
(after lesson is taught put your reflections here)
 Do my students understand the difference between a literal meaning and
a figurative meaning?
 Do they grasp the concept of idioms and how to spot them in a sentence?
 Were they allotted enough time to complete their worksheets?
 Did they engage in the lesson?

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