Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 48785
Are You Pulling My Leg!? A Lesson On Idioms
In this lesson, students will practice recognizing and explaining the meaning of common idioms. As a summative assessment, students will complete
an Idiom Art Project demonstrating an understanding of the difference between the literal and figurative meanings of the idiom they selected.
Subject(s): English Language Arts
Grade Level(s): 5
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Internet Connection, LCD
Projector, Overhead Projector, Microsoft Office
Instructional Time: 2 Hour(s)
Freely Available: Yes
Keywords: figurative language, idioms
Instructional Design Framework(s): Direct Instruction, Cooperative Learning
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Idioms Tchart.docx
Rubric for Grading Idiom Art Project.docx
Idiom Example.doc
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
1. Recognize and explain the meaning of common idioms.
2. Determine the difference between literal and figurative meanings of idioms.
3. Participate effectively in group discussion.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should have had some practice at recognizing and explaining the meaning of common idioms based on the grade 4 standard LAFS.4.L.3.5 subpart B.
Students should have had some practice at distinguishing the difference between literal and nonliteral meanings of words or phrases.
Students should be able to identify and explain the meaning of simple metaphors in context.
Students should have had practice at reading poetry (for example, knowing the technique of reading and not pausing until they reach a punctuation mark, rather
than stopping and pausing at the end of every line).
Students should be be familiar with expectations and protocols for working collaboratively.
Guiding Questions: What are the guiding questions for this lesson?
What is the difference between literal and figurative language?
What are idioms?
What is the purpose of an idiom?
What are examples of common idioms we use?
page 1 of 4 Teaching Phase: How will the teacher present the concept or skill to students?
1. As students enter the room, teacher will have the following warm-up on the board. Students should respond in writing to the following prompt: Many cultures have
different phrases and sayings that other cultures don't necessarily use. Brainstorm a list of sayings that either you use or have heard others use that probably aren't
known everywhere.
2. Once students have brainstormed, have them pair with a nearby peer and share. Bring the class back to whole group and discuss some of their responses.
3. Transition into the lesson by explaining that today students will be reviewing a type of figurative language called idioms. Project the definition of an idiom on the
board using an LCD projector or document camera. (Merriam Webster student dictionary provides this definition for idioms: An expression that cannot be
understood from the meanings of its separate words but must be learned as a whole.) Have one of the students read the definition out loud.
4. Explain that idioms are sayings that have both a literal (exact) and figurative (understood) meaning. Show a short video (less than four minutes, but you do not
have to show the whole thing) and explain to students before showing the video that the students in the video have been given an idiom and they have drawn a
picture of the literal (exact) meaning of the idiom and then they will explain the figurative (understood meaning) of the idiom. This video is provided by
WatchKnowLearn.org. The direct link to the video can be found here. Depending on the needs of your students, you may wish to stop the video at different points
and discuss the idiom with students, pointing out what the students in the video drew to describe the literal meaning and then talk about the figurative meaning. It is
encouraged that you record some of the idioms and their figurative meanings on chart paper or on the board to display for students to refer to during the rest of the
lesson.
5. Tell students that later in this lesson, they will get to do an art project like the ones they just saw in the video, but first, we will spend some more time practicing
looking at idioms and trying to figure out their literal and figurative meanings.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Part 1
1. Explain that students will be identifying idioms on their own by highlighting them in a poem. Pass out copies of "Idiom Poem" by John Randal and highlighters and
have students start reading and highlighting the idioms. As students are working, teacher should circulate to assist students if needed. Use this key to know what
sentences students should be highlighting: You can't cry over spilled milk, life's not a piece of cake, that's the way the cookie crumbles. Note: students may want to
underline the phrase "she hammered in my head." This is not an idiomatic expression.
2. After students have worked, come back to whole class and elicit responses from students. The class should come to an understanding that lines 1, 3, and 6 are
examples of idioms. Teacher can choose to write these lines down again, display and highlight them using a document camera, or simply discuss them.
3. Have the students work in partners to explain the figurative and the literal meanings for each of the three idioms in the poem. They can write these meanings at the
bottom of the poem. The teacher should circulate among the students and provide assistance and feedback as needed.
4. Come back together as a whole class and call on students to share their explanations. If the class shows confusion, help them to understand the different meanings
for each idiom. For example, literally crying over spilt milk is crying because you spilled milk. The figurative meaning is crying over something unimportant.
5. Ask students to pick one idiom from the poem (or you can assign a specific idiom from the poem to each set of partners) and work with their partner to draw a
quick sketch of the literal meaning and figurative meaning of the idiom. If needed, you can show this example (it is not from the poem). Give students time to work
(perhaps no more than ten minutes) and circulate the room to provide assistance as needed. Afterwards, call on different partner groups to share what they drew
and how it illustrates the different meanings of the idiom. Post student sketches around the room if you have the wall space so they can refer to these later in the
lesson.
Part 2
1. The teacher will pass out the T-chart handout to students. Go over the directions with students. Pick at least one idiom off the T-chart to model thinking aloud about
the literal meaning of the idiom. Write the literal meaning on the left side of the T-chart, under the idiom. Have students do the same on their handout. Ask the
students if they can explain the figurative meaning of the idiom you chose. Allow time for discussion. If students are unsure, provide the figurative meaning for
students, write it on the right side of the T-chart and have students do the same.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Part 1
1. Tell students they will work with their partner to fill out the rest of the T-chart. They should write the literal meaning of the idiom on the left side of the T-chart and
the figurative meaning of the idiom on the right side.
2. You may wish to chunk the activity into a few short blocks of time. At each stopping point, ask two sets of partner groups to pair up and share what they have
completed so far. Give them an opportunity to discuss their explanations and interpretations. The teacher should monitor students during these discussion times and
provide corrective feedback as needed.
3. Depending on the needs of your class, you may need to come back whole group and discuss students' work on the T-chart to provide any further remediation if
needed, or you can proceed directly to part 2 after student pairs have completed their T-chart and wrapped up their small group discussions.
Part 2
1. Now, tell students they will individually complete an Idiom Art Project like the ones shown in the video earlier in the lesson. If needed, show a few clips from that
video again. Pass out blank sheets of computer paper.
2. Tell students to pick one idiom example from their T-chart write it at the top of their paper. Then, under the idiom, they should divide their paper into two columns.
On the left side, they will draw a picture of the literal meaning, on the right, the figurative. Provide any art supplies students may need.
3. Teacher can use the provided rubric to grade these projects.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
For a closure activity, teacher can display students art work on the wall. Students can view each other's work. As students view each other's work, the teacher might
ask them to identify or point out what makes the literal pictures of the idioms so funny. The teacher can also refer back to the guiding questions and have a short
discussion with the class.
Summative Assessment
For the summative assessment, students will complete an Idiom Art Project. Each student will select an idiomatic expression such as "You let the cat out of the bag"
from the list on the T-chart. On a blank sheet of computer paper, students will draw a representation of the literal expression of the idiom on the left and a
representation of the figurative meaning of the expression on the right. A grading rubric has been provided.
Formative Assessment
While reading the poem "Idiom Poem" by John Randal, students will work in partners to highlight idioms within the poem. They will work together to determine the
literal and figurative meanings of the idioms in the poem. Students will select one idiom from the poem to draw a quick sketch of the literal and figurative meanings.
The teacher will provide feedback and support as needed. This activity will help prepare students for a later art project that will serve as a summative assessment.
In addition, students will work in partners to determine the literal and figurative meanings of idioms provided by the teacher in a T-chart. Based on the students' ability
page 2 of 4 to complete this activity correctly, the teacher will know if students are ready to progress to the summative assessment art project, or if more re-teaching or modeling is
needed.
Feedback to Students
While students are working in partners on the "Idiom Poem", the teacher will circulate and provide corrective feedback by asking questions for clarification such as:
Why did you highlight that line?
What makes it an idiom?
Also, during the whole group class discussion after students work on this highlighting activity with the Randal poem, the teacher will provide feedback by clarifying any
misunderstandings as needed. The teacher can have students go back to the definition of an idiom and/or the teacher can provide additional examples if needed.
As students work on the T-chart handout, the teacher will provide feedback assisting students as needed. Teachers should watch carefully to ensure students
understand the difference between literal and figurative language and provide support as needed.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations: For the final Idiom Art Project, struggling students could orally explain the difference between the literal and figurative meaning of the idioms.
Extensions: Students could find idioms in a local newspaper, in poetry, or in song lyrics (the teacher should gather these materials in advance). The students can
work to explain the meaning (figurative and literal) of the idioms.
Students could create their own list of idioms and explain their meanings.
Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, LCD Projector, Overhead Projector, Microsoft Office
Special Materials Needed:
Computer paper
Highlighters
Copies of "Idiom Poem"
Copies of grading rubric
Copies of t-chart handout
Art supplies for students' summative assessment project
Further Recommendations: It would be helpful to have predetermined groups before starting this lesson.
Here are a few other resources on idioms teachers may find helpful:
A poem using idioms.
A collection of poems using idioms.
Lists of idioms.
Idiom artwork by students.
If your school subscribes to BrainPop, there is a video on idioms and cliches available.
Additional Information/Instructions
By Author/Submitter
This lesson addresses subpart b (idioms) of standard LAFS.5.L.3.5.
SOURCE AND ACCESS INFORMATION
Contributed by: Debbie OSteen
Name of Author/Source: Debbie OSteen
District/Organization of Contributor(s): St. Johns
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.5.L.3.5:
Description
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand
each of the words.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and
other information known about the topic to explore ideas under discussion.
page 3 of 4 LAFS.5.SL.1.1:
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the
remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the
discussions.
page 4 of 4