Planning Guide for Guided Learning

Name__Andrew Lovell____ Date__3/24/15 Time_12:15 12:45 Lesson Topic_Idioms Grade Level _4th
Lesson Type: X Introduction

Group Size: 26 Whole Class X

What Taught

How Taught

How Evaluated

(Concept/Process)

(Instructional Strategy)

(Demonstrate Learning)

State Core Standard # Expectations for behavior: raise hands, work quietly, dont speak out of turn, share and help
L.5.b.
each other, participate
#1- Objective - Students
BEFORE:
will recognize and explain
#2: Background / Attitude Orientation
the meaning of common
- **If there is extra time at the beginning --watch YouTube video If Idioms were taken
idioms, adages, and
literally (Allow them to think about it )** https://www.youtube.com/watch?v=SIu68wrfPZs
proverbs by exploring and
learning about the origin of
different idioms. As students
begin to understand that
most idioms stem from real
life situations they will
begin to understand that
idioms are not to be taken
literal but act as an way to
express ourselves using
figurative language.

Concept/process
statement: The student will

- Definition An idiom is a figure of speech that is meant to mean something other than its
literal meaning.
-Tell story of my Mexican and Chilean friendsI was teaching them English and one time I
said, See that was a piece of cake. They took it literally. What does it really mean?
- Give other examples: speak of the devil, riding shotgun, break a leg.
- **If

time have a theatrical performance by three of the students on the idiom Hitting the books**
(include Eli and Scott or Dylan) Accommodations.

learn that

Idioms mean something

other than their literal
meaning.

This is important
because . . . it will make
your writing more
interesting and it will
help improve your
reading comprehension

-Allow for Clarifying questions from students?

- Have them tell a neighbor what an idiom is.
#3 - Activity / Schema Orientation:
- Ask Students what idioms they think they have heard of. Educated guesses accepted!
-Ask them why someone would write like this? (partners)
-Ask them how understanding idioms help them to become better readers? (as class)
- Harry Potter example
#4 Writing / Activity Orientation:
- Introduce activity: Create a story using at least ten idioms.
- Any idiom that is used that is not on the list is worth 5 house points.
- **Bonus** If you find an idiom in your guided reading book or any book that you are
currently reading and show it to me it is worth 10 house points.
DURING:

Assessment: The student

will demonstrate learning by
I will know that students have
understood the content covered
in this lesson when they have
completed their idiom story.

Teacher: observes students. Walk around and offer guidance if needed. Play music.
Students: Work on writing quietly. Talk with neighbors if needed. Respect others working time

AFTER:
Teacher: If there is time allow students to present their stories to the class. This class was cut by
15 minutes today so most likely we will not have time for the sharing portion.
Student: Present stories to class. Listen to other students while they are presenting

Materials:
YouTube video, music,
pencil, paper, 26 copies
of idiom sheet, fake
mustache, books, F
graded paper

Fast Finisher (if needed):

Math, Writing, Homework

Accommodations: Visual learners

YouTube video, doc
cam to show my
example, list of idioms.
Auditory LearnersTell a neighbor what an
idiom is, play music in
the background.
Kinesthetic Learners
Role play,
Other Try to involve
any of the following
students in the
theatrical performance
or just make sure they
are called on: Scott,
Dylan, Eli.

#5 Explanation: As we prepare for midyear testing, our class will now have a solid understanding of figurative speech. After having
learned similes and metaphors, idioms will complete our unit on figurative language. Students will not only be equipped to use idioms
in their story for this assignment but also in their journal entries and writing assignments throughout the year. Students will be asked to
find idioms, metaphors, and similes in their shared reading books for the remainder of the year. Any new idiom that is found that is not
part of our current list will go onto our word wall and that student will receive an extra reward for their effort.

#6 - Example
The Eager Beavers and Mr. Lovell
Once upon a time, there was a wonderful class of very hard-working and well-educated
boys and girls in an amazing school in a city called Spanish Fork. Definitely not couch
potatoes, these boys and girls were, in fact, full of beans. Their teacher, Mr. Lovell,
admired them, for their hard work and often called them his eager beavers. The eager
beavers loved to learn. They spelled, they read and they would bend over backwards for
the chance to have an extra five minutes at recess. They added, they subtracted and they
multiplied. When Mr. Lovell told them about a new and fascinating subject, like learning
about Harry Potter, they were all ears. When he gave them assignments to do, they took
them home eagerly and were as busy as bees. One day, Mr. Lovell surprised the eager
beavers with a math test. It was 10 pages long and had the most difficult questions on it
that you could imagine. He handed out the test papers and told the boys and girls to put
their thinking caps on and buckle down. Break a leg, he said to the students as he
walked back to his desk. Many of the students had butterflies in their stomach.
Looking at his math test, Kason thought to himself, Mr. Lovell must have lost his head!
Scott said, That son of a gun! Doesnt he know how long this will take us? Chloe
declared, Mr. Lovell has lost his marbles, he is completely off his rocker, a real nut
job Alia whispered quietly, This Mr. Lovell is becoming a real basket case. Alex pouted,
For crying out loud, this guy really ticks me off! Kaden took one look at his test,
fainted, and was out cold. Dylan however remained as cool as a cucumber and he
picked up his pencil and went to work. It turned out that all of the eager beavers passed
the test and, for some, it was even a piece of cake. Mr. Lovell told Mr. Bradford that all
the kids had hit the nail on the head. Everyone had gotten 100%. To celebrate, the kids
got to have 2 extra hours of recess. That night, Mr. Lovell was so happy that his heart burst.

He had kicked the bucket when he was only 26 years old but he died a happy
camper.