Idioms

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by Jefferly Toussaint0 views·Updated Jun 14, 2022
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  1. Good morning. Uh this is a lesson for 1/7 grade english class.
  2. Learning about idioms. The proficiency level is level two for the standards.
  3. Um identifying the main topics in oral communication and
  4. simple written text and retelling a few key details.
  5. Now my introduction is right here. What are idioms?
  6. Why are they important and how can we use idioms to make our writing better?
  7. Are communicating better and our reading better idioms are a very important part of
  8. the english language and a part of the american culture.
  9. So I think that this is a very good lesson.
  10. Two
  11. teach E. L.
  12. Learners.
  13. Now. An idiom is an expression. What is an expression?
  14. I'll ask the class and then I'll give an example. It's raining cats and dogs.
  15. Is it really raining cats and dogs? No it just means that it's raining really hard.
  16. Usually these idioms don't make sense literally
  17. but they work wonders when it comes to
  18. writing and keeping conversation
  19. and then there's a video,
  20. It's like five minutes but
  21. we're not gonna play that now.
  22. Next,
  23. the book that we'll be using today is
  24. butterflies in our stomachs and other school hazards.
  25. Will be acting out several, several idioms in small groups.
  26. I chose this book because this book is about a young boy who's
  27. going to a new grade for the first time and he's really nervous
  28. but his
  29. parents and his teachers and his new friends try to make him
  30. feel really welcome but it's filled with idioms that are simple enough
  31. to teach so that students can understand them.
  32. The first idiom that I'm cheating is Dad told me to put my best foot forward.
  33. Now, what does that mean, literally class.
  34. And then I'll have a I'll have the groups act that out.
  35. And what does that mean for the main character?
  36. So here I'm just putting together like the literal
  37. meaning with the meaning that
  38. is, you know, use conversationally.
  39. The next idiom. Is I that I chose is has the cat got your tongue?
  40. Now, does the cat really have his tongue?
  41. Now, what would this phrase look like if we were to act it out?
  42. Third idiom is our teacher told him to zip his lips
  43. and hold still even though he had ants in his pants,
  44. Does he really have ants in his pants?
  45. No. And then um the it's a picture book, so there'll be pictures
  46. and
  47. it'll,
  48. it shows the boy jumping out with ants in his
  49. pants and so I'll ask the class what that means,
  50. really?
  51. And how would that look from their seats?
  52. And the last idiom that I chose is let's just cross that bridge when we get to it.
  53. She said
  54. it's not a literal bridge because we are in the classroom. But this is
  55. a figurative bridge. Getting over the hurdles
  56. next. Here's the worksheet for individual practice.
  57. I know it's really small here, but
  58. it is basically just um sentences that have idioms in them.
  59. The idioms are in bold and so the students will
  60. have that sentence and then have about two lines to say what that really means.
  61. And then the accommodations would include an in person human reader.
  62. It could be me or um
  63. a paraprofessional that is there for a student if there is there is large print
  64. available and there will be a scribe if the student isn't that great at writing,
  65. but it's a better
  66. oral communicator.
  67. And also it can be completed in a non school setting.
  68. So in this case I would give one page for in class and
  69. then I would give the other page for homework as a homework assignment.
  70. Now here's the wrap up in this. In the wrap up.
  71. I just basically asked the questions again
  72. and
  73. engage the students so that they can actually
  74. you know, prove that they understand what we just went over
  75. now. What are idioms? The video had a
  76. technical definition. And so I'll compare the technical definition with
  77. the
  78. definition that the class came up with over time,
  79. like the definition that they used in order to understand them.
  80. Um I will ask them what examples of idioms are.
  81. I'll ask them to either bring up examples that we already went over or if they have
  82. some version of an idiom in their native language which they probably will.
  83. I will have them say what those are and explain
  84. what what it means literally versus what it would mean figuratively and I would,
  85. you know give an example in creole as I am Haitian.
  86. And then we will compare and contrast these idioms using
  87. using
  88. sorry, we'll compare and contrast idioms
  89. versus using non colorful language.
  90. So again it is raining cats and dogs versus it is raining
  91. really hard like which one has more of an impact which one is
  92. um which one seems more interesting to read or interesting to write as
  93. opposed to just say like which one would they prefer to use?
  94. And so after that I will allow students to give their
  95. own comparisons And that is the end of my lesson.