Idioms


 * Grade:** 4th


 * Time:** 9:05 AM-10:10 AM

nuances in word meanings. · Recognize and explain the meaning of common idioms, adages, and proverbs.
 * Standards:** 5. Demonstrate understanding of figurative language, word relationships, and


 * Objective:** Students will be able to identify an idiom and explain its literal and implied meanings.

· //Scholastic Dictionary of Idioms// by Marvin Terban · //In a Pickle// by Marvin Terban · //Raining Cats and Dogs// by Will Moses · //Monkey Business// by Wallace Edwards · //My Teacher Likes to Say// by Denise Brennan-Nelson · Construction paper · Paper · Note cards with idioms
 * Materials:**

1. Anticipatory Set (Engagement): · Miss O’Neill: “Boys and girls, has anyone ever heard the expression “it is raining cats and dogs?” Does anyone know what that expression means?” 2. State Objective and Purpose: · Miss O’Neill: “The expression, it is raining cats and dogs, is known as an idiom. Today, we are going to identify idioms and explain their literal and implied meanings.” 3. Teach and Model: · Miss O’Neill: “An idiom is an expression whose meaning is not predictable from the usual meanings. It is a form of slang that is used in daily language.” · Miss O’Neill: “If you try and figure out an idioms meaning word-by-word, you will not be able to understand the hidden meaning.” · Miss O’Neill: “Using “it is raining cats and dogs,” it is physically impossible to have cats and dogs falling from the sky.” · Miss McGivney: “As another example, has anyone ever heard of the expression “feeling under the weather?”” · Miss McGivney:“When someone says they are feeling under the weather, it does not literally mean they are under a rainstorm or caught in a snowstorm.” · Miss McGivney: “The expression simply means they are sick.” · Miss McGivney: “Instead of saying, Brian was sick today, we could use the expression “Brian was under the weather today.” It means the same thing.” · Miss McGivney: “The only thing different between the two sentences is that we are using an idiom in the second sentence.” · Miss McGivney: “Now, I am going to read a story to you and your job is to listen to the idioms and try to figure out what their hidden meaning is.” · While reading, pause at some challenging idioms. · An example from the text that may be confusing to the students is “the pen is mightier than the sword.” · Miss McGivney: “Miss O’Neill, have you ever heard of the idiom “the pen is mightier than the sword?” · Miss O’Neill: “Yes, I have heard this idiom before. Can anyone tell me what they think it means?” · Miss O’Neill: “Boys and girls, “the pen is mightier than the sword” means that writing can be more powerful than fighting or it can cause someone else to change their opinion.” · Miss O’Neill: “An example of this from Social Studies could be: //The Founding Fathers of the United States of America// //considered the pen to be mightier than the sword, and therefore were able to gain the freedom of America by uniting the// //colonists.//” · Finish reading the book. 4. Guided Practice: · Miss O’Neill: “Boys and girls, we are going to do an example of an idiom.” · Miss O’Neill: “What does it mean to “get something off your chest?”” · Call on three students and have them explain what the idiom means, what the hidden message is, and create a sentence using the idiom. · If students seem to be struggling with this concept, we will have another example of an idiom and do the same procedure. 5. Independent Practice/Assessment: · Miss McGivney: “Boys and girls, everyone is going to get an index card with an idiom on it. On one side is the idiom and a sentence to help you figure out what the idiom means. Use context clues to figure out the meaning of the idiom.” · Miss McGivney: “On the other side of the index card is the definition of the idiom.” · Miss McGivney: “At your desk you will have the index card. Take out your writer’s notebooks and write the hidden meaning of your idiom.” · Miss O’Neill: “After you get the hidden meaning, write a sentence using the idiom. Make sure your sentence is something that you can draw.”Also, write down the sentence using the definition using the idiom. The hidden meaning is your original sentence with the idiom definition in place of the idiom.” · Miss O’Neill: “Raise your hand when you complete the hidden meaning, definition, and sentence of your idiom so Miss O’Neill, Miss McGivney, and Mrs. Hyer can come around and check to make sure you understand the idiom.” · Miss O’Neill: “Once you have completed this, you will get a piece of construction paper. On the front, you will include your sentence and draw a picture depicting your idiom. On the inside, you will include the hidden meaning and the definition of your idiom.” 6. Closure: · Miss McGivney: “Boys and girls, do we have any volunteers that would like to show the class your idiom?” · Allow three students to show off their work.
 * Lesson Sequence:**


 * Assessment:** We will know if students were successful by looking at their sentences and definitions of their idioms.