Idioms
Emily Doyle
Grade Level: 3
Subject: English Language Arts
Students will engage in:
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Cooperative Learning
Whole Group Instruction
Individual Learning
Standards Addressed:
ELA Standards
RL 3.1- Determine the meaning of words and phrases as they are used in a text, distinguishing literal
from non-literal language.
RF.3.3- Know and apply grade-level phonics and word analysis skills in decoding words.
a -Decode multisyllable words.
b -Read grade-appropriate irregularly spelled words.
RF 3.4. Read with sufficient accuracy and fluency to support comprehension.
SL.3.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own
clearly.
SL 3.3.1 b -Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening
to others with care, speaking one at a time about the topics and texts under discussion).
c. Ask questions to check understanding of information presented, stay on topic, and link their
comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding
comprehension.
L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
g. Consult reference materials, including beginning dictionaries, as needed to check and correct
spellings.
The Arts NYS
Standard 1- Students will actively engage in the processes that constitute creation and performance in
the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.
Specific Objective:
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The students will learn the history behind a common idiom “it’s raining cats and dogs”.
The students will be able to analyze and determine the meaning of different idioms.
The students will be able to identify and illustrate what an idiom says and what it really means.
Materials:
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Sentence strips with idioms on them
White drawing paper
Mimio Powerpoint http://languagearts.pppst.com/idioms.html
Journey’s workbook page 165 on Idioms
Pencil / crayons
History behind "it's raining cats and dogs" website
Anticipatory Set:
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Have the students gather in their seats and ask the students if they have heard of an idiom
before. If no students raise their hands to give a definition, explain that an idiom is a saying
which means something else.
At this time project the website on the history behind the phrase “it’s raining cats and dogs”.
Have the students read the description of the phrase and why it came about. The students can
also look at the pictures along the right side of the page, and give their opinions on the cartoons.
After you have learned the meaning of the phrase, have students explain in their own words,
what they think about when someone says “it is raining cats and dogs”. Most if not all of the
students will respond saying it is when it is raining really hard out, but that dogs and cats are not
literally falling from the sky. Once you have explained to the students that sometimes people
say things, which really mean something else, turn the mimio power point onto the projector.
The power point consists of several idioms which have two examples on the page, the literal
term, and then the figurative term. Students will take turns reading the idioms off of the power
point and then clicking on the boxes to reveal pictures relating to the term.
After you have gone through the slide show, and the students have an understanding of the
concept, place one of the sentence strips on the front board which has an idiom listed on it.
Read the idiom to the students and ask them if they can explain it in their own words. Repeat
with different idioms to see if the student can analyze and restate the meaning in their own
words.
Teaching/Modeling/Guided Practice:
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First, I will explain the instructions for workbook page 165 which asks the students to rewrite an
idiom in their own words. I will go over one of the examples with the students and begin to help
them with filling in their web chart. Once they have a good understanding of the concept, I will
show them the second portion of the lesson, which is illustrating their own idiom on a piece of
drawing paper.
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I will pick a sentence strip with an idiom written on it, and I will model how to draw a picture
which shows what it “says” and then what it “means”. I will demonstrate how to do this activity
with the students, and then will have the students select their own idiom to diagram. The
students will be able to use the American Heritage dictionary of idioms by Christine Ammer, or
the idioms found on idiom examples also by Christine Ammer.
Check for Understanding:
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Give examples of idioms for students, and explain how there is a meaning behind the saying.
Also explain the saying is not meant to be taken in a literal sense.
Ask probing questions to the students, to see if they comprehend the meaning of different
idioms.
Independent/Group Practice:
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The students will independently fill in the web chart on page 165, which gives different
examples of idioms, and asks the students to restate the idiom in their own words. Students can
use the dictionary to find the term “head” which is present in all of the idiom examples on the
workbook page.
Closure:
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The students will be able to use the American Heritage dictionary of idioms by Christine Ammer,
or the idioms found on idiom examples also by Christine Ammer for their diagram. They will
then be given a piece of paper and asked to draw a picture of what the idiom says, and also
what it means. Once all the students have completed their diagrams, they will then share it with
the class.
Assessment:
I will assess the learning that took place based on the students’ responses and on the completion of the
idiom worksheet. Students’ will also be graded by their participation during this lesson.
Adaptations and Extensions:
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Teacher modeling of how to recognize and understand idioms will help give the students an idea
of how they can understand the phrase.
The power point will be used as a visual for those students who benefit from seeing the phrase
and examples of what it means.
I will give additional assistance to those students who need extra help understanding the
concept.