Direct Instruction Lesson Plan on Idioms

Grade Level/Subject: 4th / Literacy

Central Focus: Idioms
Essential Standard/Common Core Objective:
4.RL.5b
Date submitted:
Date taught: 3/13/15
Language- Demonstrate understanding of
figurative language.
Daily Lesson Objective: Students will be able to understand that idioms can not be taken literally.
They will be able to use an idiom in a sentence.
21st Century Skills:
Academic Language Demand (Language
Communication: Listen actively to other
Function and Vocabulary): Idiom, literal,
students
figurative, figurative language
Creating: Acting on creative ideas
Prior Knowledge: Students will be familiar with figurative language.

Activity

1. Focus and Review

2. Statement of Objective
for Student

3. Teacher Input

Description of Activities and Setting

Ask students what the expression when
pigs fly, means then say, so it doesn't
mean this? (Show students a picture of a
flying pig.)
Introduce the word idiom and its meaning.
After introducing the definition the teacher
will then announce to the class Ok class,
today we are going to be able to identify
idioms and evaluate their meaning.
As a class, students will look at examples
of idioms (beat the clock and tough
cookie). The teacher will ask: What does
this idiom literally mean? What does this
idiom figuratively mean? (Literally, beat
the clock would be someone punching a
clock to the ground, but figuratively, it
means finishing something before the
given time. Repeat for tough cookie. Show
images.)
Show students the video Unusual
Business. Have them pick out at least
three idioms that they hear. When video is
finished, have them share with the class
what they heard.

Time

2 min

1 min

5 min

4. Guided Practice

5. Independent Practice

6. Assessment Methods of
all objectives/skills:

7. Closure
8. Assessment Results of
all objectives/skills:
Targeted Students
Modifications/Accommodations
:
Alexia, Will and Manuel will be
given a list of idioms to choose
from. Teacher should be
walking around the room
frequently to check for
understanding.
Materials/Technology:

With a partner, students will work together

to come up with both literal and figurative
scenarios for a chosen idiom. The teacher
will choose a few groups at random to
share with the class. When finished,
25 min
students will play a game of I have, who
has. (The teacher will need to pass out
every card and/or read the ones that are
left over.)
Students will work alone to demonstrate
their understanding of idioms. Student will
choose any idioms. On a piece of paper
they will write the idiom, illustrate it
literally, write down the figurative
5 min
meaning and then use it in a sentence.
Ask students if they have any questions
before beginning.
Students will be assessed on whether or not they can identify
and evaluate idioms. They should have an idiom written down,
literal image drawn, figurative meaning and used properly in a
sentence. Students show mastery of the objective if all four
requirements are correctly written
Encourage students to be looking for
N/a
idioms in their own readings.
Proficiency- students were able to complete the four
requirements:
Choose an idiom, illustrate the idiom, accurately define the
idiom and use it properly in a sentence.
Student/Small Group Modifications/Accommodations: Students
will be given a list of idioms to choose from for their
independent practice. An example will also be left on the board.
Students will be strategically placed at the carpet to avoid any
distractions. Students with a 504 plan and/or IEP will be placed
near the teacher during this time

(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at
the end of the lesson plan.)

Smart board presentation, youtube video (https://www.youtube.com/watch?v=ITnX68RXccY), I

have, who has cards, piece of paper and crayons (optional).
References: Youtube video

Reflection on lesson: Provided.