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 Day 3 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.