Introduction
In this lesson, students will practice recognizing and explaining the meaning of common idioms.
Guiding questions for this lesson include, What is the difference between literal and figurative language? What are idioms? What are examples of common idioms we use?
Lesson:
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Recognize and explain the meaning of common idioms.
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Determine the difference between literal and figurative meanings of idioms.
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Participate effectively in group discussion.
1. As students enter the room, students will have the following warm-up to do on their iPads on their online assignment page. Students should respond in online assignment in their online workbook to the following prompt:
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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.
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Students will keep working on their iPads (or iPods) and viewing videos until they are told otherwise:
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Everyday Idioms- Made Easy: (14:08)
https://www.youtube.com/watch?v=WVHlVbIgUH0
25 most commonly used Idioms and their Meaning: (20:09)
https://www.youtube.com/watch?v=0G030DoBGxc
2. Once students have brainstormed and entered their online entries in their online workbooks, 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. Have students return their attention back to their iPads that are still on their desks and have them view a short video (less than four minutes.) and explain to students before viewing 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. The video is WatchKnowLearn.org. Depending on the needs of the students, pointing out what the students in the video drew to describe the literal meaning and then talk about the figurative meaning. Since there have been four students assigned as “class videographers” (since you have the proper permission forms from parents), it is encouraged that the designated student(s) video some of the idioms and their figurative meanings verbalized by volunteer students to do on iPads (or iPods, because the team teacher next door has iPods) for students to refer to on their iPads which has accessible a video folder with all other such video assignments as well as this video which will be placed in folder during the module to refer to at their next opportunity in the mornings.
5. The students know that later in this lesson because they have all their instructions for their assignments online, they will get to do an art project like the ones they just saw in the video and they will get to choose themselves whether to do their art project on art paper or digitally using the various fancy graphics software the district has purchased for their use, but first, they will choose to continue with their lesson plans the teacher has left on their online accounts (by the way, I didn’t mention this before, but probably Canvas) or return to their other assignment iPads (or iPods) to do more idiom practice work viewing various videos and YouTube educational videos that they have saved on their assignments where they will spend some more time practicing looking at idioms and trying to figure out their literal and figurative meanings.
Task
Students should be able to identify and explain the meaning of simple metaphors in context.
Students should be familiar with expectations and protocols for working collaboratively.
Process
Students will be identifying idioms on their own by highlighting them in a poem.
Students will work in partners to explain the figurative and the literal meanings for each of the three idioms in the poem.
Evaluation
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.
Rubric for Grading Idiom Art Project
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10 points |
5 points |
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Understanding of literal definition demonstrated. |
The drawing shows that the student understands the meaning of the literal definition. It is well done and effort is observable.
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The drawing either shows a bit of confusion of the literal meaning or demonstrates little effort. |
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Understanding of figurative definition demonstrated. |
This drawing demonstrates an understanding of the figurative meaning of the idiom. Shows a situation in which this idiom would be used appropriately. Demonstrates effort.
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This drawing either shows a bit of confusion of the figurative meaning or demonstrates little effort. |
Additional Comments:
Grade: _____/20
Conclusion
Have students come back together as a whole class and call on students to share their explanations.
Credits
References
Chen, M. (2010, May 17). iPod, iListen, iRead. Retrieved from edutopia.org: https://www.edutopia.org/ipod-technology-improving-reading-skills
Digital native vs digital citizen? examinine a dangerous stereotype. (2012, December 3). Retrieved from edutopia.org: https://www.edutopia.org/blog/digital-native-digitial-citizen-stereotyp…
FCIT. (2005, May). The Technology Integration Matrix. Retrieved from FCIT -TIM: https://fcit.usf.edu/matrix/matrix/
Fisk, N. (2017). EME6053 - Module 1: Freire, Gee, & Ito - Thoughts on Critical Pedagogies. Tampa: USF.
FL DOE CPALMS. (2013-2017). Are you ppulling my leg!? A lesson on idioms. Retrieved from CPALMS: http://www.cpalms.org/Public/PreviewResourceLesson/Preview/48785
How to integrate technology. (2007, November 5). Retrieved from edutopia.org: https://www.edutopia.org/technology-integration-guide-implementation
Idioms. (2017). Retrieved from WatchKnowLearn.org: http://www.watchknowlearn.org/Category.aspx?CategoryID=2257
North Arizona University. (2012). TIM: A resource supporting the full integration of technology in Arizona schools. Retrieved from Arizona K12 Center: http://www.azk12.org/tim/
What is successful technology integration? (2007, November 5). Retrieved from edutopia.org: https://www.edutopia.org/technology-integration-guide-description