Interesting Idioms
Lesson Plan
Overview: This is a great lesson for ESL students as well as students who are learning about figurative speech and expressive writing. This lesson is designed to introduce the many idioms and their meanings that often confuse the ESL student and at the same time illustrate to the novice writer how idioms add "color" and "voice" to their writing. Students will love this fun and enjoyable lesson.
Time Allotment:

2, 45 minute class periods.
Grade Level: 2-4 grade; higher for ESL student
Materials:
  • eBuddies
  • Internet access
  • MS Office
  • children's literature books:
    • Mad as a Wet Hen (Terban, 1987)
    • Punching the Clock: Funny Action Idioms (Terban, 1994)
  • optional software application: KidPix
National
Standards:

Language Arts

  • 1. Students read a wide range of print and nonprint text to build an understanding of texts, of themselves, and of the cultures of the United States and the world, to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  • 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies and their understanding of textual features (e.g., correspondence, sentence structure, context, graphics).
  • 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes).
  • 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
  • 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
  • 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
  • 10. Students whose first language is not English make use of their first language to develop competence in the English language arts and to develop understanding of content across the curriculum.
  • 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Technology Standards:

  • 3. Technology productivity tools
    • Students use technology tools to enhance learning, increase productivity, and promote creativity.
    • Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, produce other creative works.
  • 4. Technology communications tools
    • Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
  • 5. Technology research tools
    • Students use technology to locate, evaluate and collect information from a variety of sources.
Objectives:
  • To introduce students to the concept of idioms as figurative speech.
  • The learner will determine the definition of an idiom through the use of literature.
  • The learner will be able to identify an idiom through the use of literature.
  • The learner will be able to use idioms in written and oral language.
 

Procedure:
1.
Read to the class, Mad as a Wet Hen (Terban, 1987) to introduce the concept of idioms. Before reading the story, explain to the students to pay close attention to the use of words in the story. When reading an idiom, use vocal intonation and facial expression to emphasize an idiom.
2.
After reading the story, write the word "Idiom" and have the students brainstorm to determine the definition of the figure of speech. (Remember, all answers are acceptable.) Write what is suggested on the board.
3.
Using context clues take an idiom that was used in the story and decide the actual meaning.
4.
Take the sentence that uses the idiom and replace with the actual meaning. This is to illustrate to novice writers how idioms liven-up writing.
5.
Distribute eBuddies to the students, have the students access the following website: http://www.geocities.com/FashionAvenue/Catwalk/4588/idioms.html; English Idioms-Grey Owl Tutoring: Map of Idioms. Have the students explore the map of the world to find the origin of many of our idioms.
6.
To further illustrate the use of idioms in the English language, access the following website Virtual Language Centre, Pictorial Idioms; http://www.edict.com.hk/vlc/idioms/default.htm or Toon In To Idioms; http://www.elfs.com/2nInX-Title.html
7.
Have the students demonstrate mastery of idioms by playing the multi-level "Paint By Idioms" game at http://www.funbrain.com/idioms
8.

Have students choose an idiom from available literature or by going to http://eslcafe.com/idioms/ for a listing of idioms. Have the students launch the Power Point application of MS Office and create a slide to "illustrate" the idiom. Illustrations can come from various sources: MS Office clipart gallery; original artwork done in Paint (located in Accessories) which has been copied and pasted on to the slide; from clipart sites; or scanned original artwork.
9.
Compile the individual slides that have been saved to a shared drive or on a floppy into a Power Point presentation for the class.
Evaluation:
  • Teacher observation
  • Power Point slide
  • Student Participation
Resources:
 
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