Jonelle M. Dongilla
Westmont Hilltop School District - ESL
SIOP Lesson Plan Template 4 (adapted)
Grade:
Date:
7 and 8
December 3 - 7, 2012
PA English Language Proficiency Standards:
Write phrases or short sentences using a graphic organizer.
Initiate or engage in conversation with peer
Classify topics identified through everyday print supported by visuals
Self-assess and revise process writing using rubrics working with a partner
Key Vocabulary:
Higher–Order Thinking Skills
Materials/Resources:
(HOTS):
 www.usingenglish.com
Idiomatic expressions
 Drawing paper, colored pencils,
· Explore the use of figurative
crayons, and markers
language in variety of electronic
 ReadWriteThink Interactive
sources
Idiom activity online Eye On
· Identify the literal
Idioms
representations of idioms through
 ESL Mania listening activities
class discussions, drawings, and
 Egg Idioms on YouTube
writing
· Research the origins of selected
idioms to reinforce the
metaphorical meanings
· Show an understanding of the
metaphorical meanings of selected
idioms by using them in sentences
Content Objectives (standard in
Language Objectives: Review and Assessment:
Use English to interact
· Participate in class discussions
plain English):
in the classroom
· Draw upon previous experiences to
 Use knowledge of phonics (e.g.,
discuss the usage and meaning of idioms
syllabication, root words,
Discuss connections
· Draw literal representations of selected
prefixes, suffixes), and the
between
idioms
and
idioms
dictionary or context clues to
their personal
· Recognize and explain the metaphorical
decode and understand new
experiences
meanings of selected idioms from the
words during reading.
interactive Eye on Idioms as a test grade
 Demonstrate comprehension /
· Use selected idioms in sentences to
understanding before reading,
show an understanding of their meanings
during reading, and after reading
- Fluency test on Fridays
on grade level texts through
strategies such as retelling,
summarizing, note taking,
connecting to prior knowledge,
extending ideas from text, and
non-linguistic representations.
 Read, understand, and respond to
works from various genres of
literature.
 Identify and analyze the
characteristics of different genres
such as poetry, drama, and
fiction.
 Compare the use of literary
elements within and among texts
including characters, setting,
plot, theme and point of view.
 Use relevant graphics
 Use correct grammar and
sentence formation.
Meaningful Activities (Lesson Sequence):
Day 1
 View first 7 minutes of Egg Idioms on YouTube, writing down some of the idioms your
recognize. Discuss what some of them mean then brainstorm other idioms that students have
heard. To get the discussion started, ask students what they know about the phrases "it's raining
cats and dogs" and "saved by the bell." Ask them to draw upon their personal experiences and
background knowledge to discuss these idioms and any others that they can think of. Prompting
questions might include:
 Which idioms do you use?
 Have you heard idioms used in television programs or movies?
 For each personal experience, ask the student to describe how the idiom was used and how he or
she was able to decipher the figurative meaning.
 On the board or chart paper, list all of the idioms mentioned during the class discussion and refer
to the list as needed during the remainder of the lesson.
 Take notes on the definition of idiom and hang on wall for reference.
 Idiom - a form of expression having a meaning other than what the words by themselves mean
 Have students select their favorite idiom from the list and draw a literal representation of the
phrase. Instruct students to include the literal drawing on one side of a sheet of paper and to write
the idiom on the back. (complete this activity for homework)
Day 2
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Day 3
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Have students, working in pairs, select four to five idioms to research from
www.usingenglish.com or another resource.
After researching the idioms, ask each pair of students to select one idiom from their list, share its
origins, and how its origins relate to the metaphorical meaning of the phrase. To ensure
understanding of the metaphorical meaning, have students use each idiom in a sentence as well.
Listen to 2 or 3 stories about shopping using idoms from ESL Mania website
http://www.eslmania.com/students/idioms/Conversational_English.htm. As students listen, write
down the idioms they hear. Discuss their meanings.
Develop idiom wall throughout the month, adding idioms we come across every day. Earn stickers
for each idiom.
Take 1 minute fluency test.
Have students go online to the interactive Eye on Idioms
http://www.readwritethink.org/classroom-resources/student-interactives/idioms30030.html?tab=2#tabs where they can view additional literal representations of selected idioms.
In this activity, students are asked to complete the sentence by selecting the correct idiom from the
list, determine the metaphorical meaning of the idiom, and then use the idiom in a sentence to
show their understanding of its meaning. Students will print their answers and turn in for a weekly
test grade.
Once students have completed the online activity, ask them to research the origins of each idiom
and type a short passage to explain how the origins of the phrase relates to its metaphorical
meaning. Students can also write about any personal experiences with each idiom and how those
experiences helped them to determine the metaphorical meaning.