edTPA Lesson Plan

Name Brynn McLaughlin

Lesson #, Lesson Title 4 of 6, Common Idioms

Date and Day of the Week Thursday March 19, 2020

Grade Level and Class 4th Grade

Period and Length 45 minutes

Materials Needed List of idioms, YouTube video, Smart Board, 5

idiom examples, bag with numbers, pick-sticks,
drawing paper, crayons, colored pencils, figurative
language book, construction paper, timer

Standards and Objectives

Standards:
CCSS.ELA-LITERACY.L.4.5.B
Recognize and explain the meaning of common idioms, adages and proverbs.

Learning Objectives:
Content objective: Students will be able to identify what an idiom is orally and in writing.
Content objective: Students will be able to write examples of idioms that were focused on
during the lesson.
Content objective: Students will be able to act out different idioms
Language objective: Students will be able to explain the difference between the types of
figurative language in writing and speaking
Language objective: Students will be able to identify idioms while reading, writing and
observing.

Central Focus:
Students will be about to identify idioms orally and in writing.
Academic Language Demands:
To help the teacher evaluate if students understand the lesson, there are many language
demands that should be met. Students will be learning new vocabulary words to help them
understand the lesson. The lesson is all about idioms. Students will use their prior
knowledge from the prior lessons of figurative language to help during this lesson. Prior
lessons include learning about what figurative language is and how it is different from
literal language, similes, metaphors and personification. Students will have the
opportunity to compare the different types of figurative language that were learned to the
new lesson of idioms. Students will be able to read the words from the board, along with a
sentence that goes with the word. Students will be able to sort the phrases into the correct
categories based on their knowledge. The students will also be able to hold a conversation
and answer questions while speaking about the vocabulary words. Conversations will be
about the differences between the real meaning and perceived meaning of the idiom.
Conversations will also be about how idioms differ from other types of figurative language.
The vocabulary words students will be able to use during these conversations are listed
below.
Prior knowledge words:
Figurative language
Literal Language
Figure of speech
Like
As
Simile
Metaphor
Personification

New words:
Idiom
Real meaning
Perceived meaning

Assessments Related to this Lesson:

● The teacher will assess the students when they act out idioms. The teacher will
focus on if the students understand the figurative and literal meanings of idioms.
The teacher will focus on the students actions and the students guessing what
idiom is being acted out.
● This will act as an exit ticket for the lesson. The students will hand in the drawings
and sentences to the teacher to check over. This will allow the teacher to see if the
 students understand what the lesson was teaching.
● The students will check to make sure their sentences are correct before drawing
the picture so that the teacher can assess that they understand what was taught.
This allows the teacher to check to make sure the students understand the
difference between the two being taught.

Instructional Strategies and Learning Tasks that Support Student Needs

Time Action Rationale:

Launch (Motivation) The teacher will activate

1. The teacher will activate the students prior students' prior knowledge
knowledge of figurative language. during the launch of this
6 a. The teacher will ask the students lesson. Constructivism is a
Minute what figurative language is and how learning process that is
s it differs from literal language. based on how people learn
i. The teacher will also ask the with prior knowledge and
students to think back to the new knowledge. Having
prior three lessons on the lesson start by
figurative language, similes, activating the students
metaphors and prior knowledge will help
personification. them prepare for the new
ii. The teacher will then ask the lesson. It will allow the
students “what is an example students to think about.
of simile, metaphor and The teacher will give the
personification?” definition of what an idiom
b. The teacher will then inform the is before watching the
class that they will be learning video so that the students
about a new type of figurative know exactly what they
language called idioms. will be learning about first.
i. “Idioms are a group of words The video is being used to
established by usage as show that the students
having a meaning not have a visual of idioms at
 deducible from those of the the beginning of the
individual word. We will now lesson. Some students
watch this video about learn better when they are
idioms.” able to see and hear
1. examples of what they are
https://www.youtube learning. This will help
.com/watch? those students prepare for
v=YPngxOnjKP0 the lesson.

Instructional Procedure The teacher will discuss

1. After the video ends the teacher will the video and ask guiding
discuss the video with the class to see what questions to the class. This
15 they retained. is being done for the
minute a. The teacher will ask questions such purpose of assessing what
s as the students learned from
i. “What is an idiom?” the video. If the students
ii. “How can you use an idiom?” understand more from the
2. The class will work as a class for the first video then the teacher can
part of the lesson. move on faster to the
a. The teacher will put 5 examples of lesson. If the students are
idioms on the board. These confused about what they
examples are watched the teacher can
i. Actions speak louder than explain it in more detail.
words The teacher will only go
ii. Bite off more than you can over 5 examples of idioms
chew with the class. This is so
iii. Can't judge a book by its that the students do not
cover get overwhelmed by what
iv. Hit the hay is being taught. Some
v. Piece of cake students may not
b. The teacher will explain what the understand as fast or as
real meaning and perceived well as others. The more
meaning are for each of these that are gone over, a more
examples. likely these students will
i. Example: piece of cake get confused. The teacher
1. Real: slice of cake will go over both the real
2. Perceived: something and the perceived meaning
is easy of the idioms so that the
 ii. This allows the class to class understands that the
understand the difference words mean something
between what idiom means else when being used in an
compared to what the words idiom. The teacher uses
actually mean pick-sticks to split the
3. The teacher will give the class a list of class into groups so that
idioms for them to keep to read the groups are mixed skill
a. The list will have the real meaning levels. The higher level
and the perceived meaning of each students will be able to
idiom. help the students who are
i. This will allow the students struggling with the lesson.
to understand what each
idiom means.
4. The teacher will then split the class into
groups of three.
a. The groups will be made by pick-
sticks
i. This allows the students to
be in groups with students
with various skill level
1. The students can help
each other
understand the two
meanings of the
idioms.

Structured Practice and Application The groups are picking

three numbers out of a
1. The groups will pick 3 numbers out of a
bag. The reason they are
bag that correlate with the numbers on the
doing three is so that they
list of idioms.
have to work together to
20 a. They will pick numbers out of the
create their acting. The
minute bag so that everything is random.
numbers are random so
s The teacher has no control over
that one group is not
which group gets which idiom.
purposefully assigned the
b. The groups will think of a way to act
harder or the easier
out the idioms
idioms. The students will
i. The class will play a game
be acting the idioms out
similar to charades with
 idioms. because of Dewey’s
ii. This allows the class to have Learning by Doing.
a visual of the idioms instead Students learn better
of just reading idioms. when they are doing what
c. The groups will all perform their they are learning. The
idioms after practicing for 5 minutes students will also be
d. The groups will perform one at a guessing what is being
time acted out for the teacher to
i. During this time, the groups assess the lesson. The
that are watching will try to teacher will be assessing
guess what each idiom is. the students performing
ii. After the class guesses what and the students guessing.
idiom is being acted out, the The teacher will have the
group will explain why they students explain why they
picked those actions and say the idiom as the
what the idiom's perceived answer and then have the
meaning is. performers act again to
1. For students that are show the students who are
struggling to guess confused. This is going to
the idioms, the help explain to those
teacher will have the students what the idioms
student who real and perceived
answered which meanings are. The class is
idiom is being acted drawing both the real and
out explain how they perceived meaning so
got that answer. show that they know the
2. The teacher will then difference between the
ask the group to act two.
out the idiom again to
show the students for
a second time to see if
they can make the
connection.
2. Once all of the groups perform their three
idioms, the teacher will ask the class
review questions
a. “What is an idiom?”
b. “What are the two different types of
meanings that idioms have?”
 3. After the students answer these questions
the teacher will give the students a piece of
paper
a. The students will draw an idiom
from the list that they received on
the paper with the real meaning and
the perceived meaning.
i. Both meanings will be drawn
so that the students can see
the difference between both
1. The students will
write the idiom and
the meaning on the
paper.

All Assessment following Structured Practice This assessment is all

lesson informal. The students are
The teacher is assessing the students by walking
being observed instead of
around when they are in their groups. The teacher
being tested on anything.
will listen to their discussion and answer and
The class acting out idioms
questions that the students have. The teacher will
is an easy way for the
also assess the class when they are performing.
teacher to observe and
The teacher will know if the students understand
assess. The drawings for
the lesson if they are acting the idiom out
the book allow the teacher
correctly. The teacher can also assess the students
to assess if the students
by if they are guessing which idiom is being acted
understand what is being
out. The students are also being assessed with
taught while allowing
their figurative language book picture. This allows
students to be creative.
the teacher to assess if the students understand
the difference between real and perceived
meanings are.

Closure The students are creating

their own figurative
4 1. Students will show the teacher their
language book so that they
minute drawing and their idioms before they color
have something to look
s it in
back at to help understand
a. Students will glue their pictures
the differences between all
onto construction paper and hand
of them. The book is also
 them into the teacher something that the
b. The students drawings will be put students can look back at
into their figurative language books and be proud of that they
by the teacher made. The books are also
being used as an
assessment of each lesson
and/ the unit.

PLANNING COMMENTARY

The students in this class all live in a suburban area. The class consists of 13 girls
and 12 boys. The majority of the class has attended the same school for the majority of
their lives. They have been in the same classes with each other since kindergarten. The
class is a mix of cultures and languages. The majority of the class has English as a first
language. However, four of the students are English Language Learners. Three of the ELLs
are Spanish speakers and the fourth is an Italian speaker. The central focus of this lesson is
students will be about to identify idioms orally and in writing. To help ELLs achieve the
central focus of this lesson, many factors need to be taken into account. These students will
be using visuals to help them comprehend what is being taught. The idioms will include
objects that the students already know, this allows them to make connections. The teacher
will also explain the meaning behind the real meaning and the perceived meaning of the
sentences. The students will also act out idioms, this allows for no words to be used. The
students will have their list in front of them and can use that to help them answer the
idioms.

This lesson builds on prior lessons in many ways. This is the fourth lesson out of a
total of six lessons. The first lesson is an introduction of what is figurative language. The
students will be learning the difference between figurative language and literal language.
The second and third lessons will be about three different types of figurative language,
similes, metaphors and personification. Students will already have prior knowledge of how
to read, write and orally present in class. The students will also know how to make an
argument for reasoning. Students will already have a prior skill on how to compare two or
more things for this less and unit. The students will already have a base idea of how this
lesson will be conducted because of the first three lessons in the unit. Each lesson builds on
the prior ones and are conducted in a similar way so that the students can focus more on
the content. In each lesson the students will be using prior academic language that was
learned as well as new academic language that is being taught. In this lesson prior
vocabulary words the students should be able to use are figurative language, literal
language, figure of speech, like, as, simile, metaphor, personification. The students may not
know how to play charades. In this case, the teacher will give an example of how the game
will be played. This will help fill in the students' gap of knowledge in the lesson. Students
will be using their prior knowledge of different figurative languages in this lesson to help
reach the learning objectives. Students may not fully understand what the point of the
lesson is. The students should be able to identify idioms by the end of this lesson. By the
end of the unit, the students should be able to pick an idiom out from a list of different
figurative language examples. To help build this class’s knowledge of idioms, a video will be
shown as well as written examples. This will allow different types of students to use
multiple strategies to help comprehend what is going on in the lesson. To address errors
the students have, physical copies of examples are given to the students with the many
meanings of the sentences on the pages. This will allow students to make connections
between the two meanings of the idioms. For whole class support, I would want the
students to turn to each other for help first. I would monitor the students as they are
working, however I would like to see them help each other before stepping in. This allows
the students to learn new strategies that were not taught in the beginning of the lesson. To
help smaller groups, I will walk around the classroom while they are doing group work.
This will allow me to listen into conversation and help guide the students to better ideas.
The list of idioms with both meanings should allow guidance for the students. While
students do their drawing and sentence in their book, I will be available for guidance if the
students need help.

This lesson connects to prior lessons by building on the students’ knowledge of

different types of figurative language. The students will be continuing to create their
“Figurative Language Book”. This book is the final product of this unit, where he students
are able to look back at examples of all the different figurative languages they learned
about. The lesson will build on the skills and vocabulary that were previously taught. This
lesson connects to succeeding lessons in many ways. This lesson is in the middle of the
figurative language unit. The lessons to follow will be about one more type of figurative
language and then a review of all the types that are taught. Students should be able to
identify which figurative language different examples are. In future writing prompts,
students may be asked to write about figurative language.

The lesson builds upon itself through its activities. The lesson starts by activating
students' prior knowledge. This allows the students to think about what they have already
learned about before getting into the new topic. The students will then watch a video of
idioms. This allows for students to switch their brains over to the new topic that is being
taught. The video also is a way that students may comprehend what idioms are better than
just reading examples of idioms. The teacher then goes into asking students what they
learned from the video. This allows for the teacher to assess how much the students
actually understood from the video that was shown. The class will review a handful of
examples of idioms together with the teacher. This allows the teacher to teach the students
strategies to help identify idioms. The class then gets split up into groups. Groups allow the
students to work on a few specific examples of idioms instead of the whole list that is given
out. The students will create different body movements and actions to help show examples
of idioms. The class playing the game of charades gets the students active in their lesson
and it is a fun way for students to learn about idioms. This also allows the teacher the time
to assess which students understand what the lesson is about. The final part of the lesson is
the same thing in every lesson of this unit. The students are creating books. This book is
something that students can look back on to help understand the difference in the types of
figurative language.

To help meet the needs of diverse learners, the lesson has a few different things
being done. The video allows for students who learn visually to have something they can
watch and comprehend what is being taught. The students will also be receiving a physical
copy of different idioms and their perceived meaning and real meaning. This allows the
students to see what the different meanings are of the idiom and how they compare to
each other. ELL students' needs are being met by the game of charades. Students will not be
writing or reading idioms. Instead they will be watching and performing. According to
Dewey, students learn by doing.

There may be a few problems that could come from this lesson. There are so many
different strategies that are being done in this lesson. This could throw some students off
because it is not just one thing. Some students may not know how to play the game of
charades, which could throw off the timing of this lesson. Another problem that could occur
is students not being able to separate the perceived meaning and the real meaning of the
idioms. If the idiom is “it's raining cats and dogs”, the student may not be able to
comprehend that the sentence does not mean actual cats and dogs. If the lesson falls into
these problems then many things could be done. The teacher could separate the groups
based on the learning styles of the students. During group work time, the teacher can help
the students focus on strategies that work better for them to help comprehend the lesson.

The assessments vary in many ways. The students will be assessed by observations
and their answers during conversation. This would mean that the students are orally
presenting answers. The students will also be assessed by the actions they do during their
rounds in charades and how well they can answer other groups. The class will also be
assessed in their writing and drawings that are being done in their books. The final
assessment for the whole unit will be based on the book that the students hand in.