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LESSON PLAN- More Parts Idiom Story Name: Jackie Alexander Date: 2/28/2012 Grade Level/Subject: 5th grade

Reading Prerequisite Knowledge: Students should have heard some idioms before and know that idioms are sayings that have a meaning other than what they are literally saying.

Approximate Time: 15 minutes Student Objectives/Student Outcomes: Students will be able to differentiate between the literal meaning of a idiom and what the idioms actually means.

Content Standards:
L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Recognize and explain the meaning of common idioms, adages, and proverbs.

Materials/Resources/Technology: More Parts by Tedd Arnold Worksheet on idioms pencil

Implementation: Time 3 minutes Opening of lesson Teacher will say, Who can tell me what an idiom is? Who can give me an example of an idiom? Good. Today we are going to be reading More Parts by Tedd Arnold. In this book, the main character keeps hearing different idioms and he thinks that they are real. When you hear an idiom while I am reading the story, please quietly raise your hand and then we will talk about what the main character thinks people are literally saying to him vs. what people are actually saying to him. Procedures: The teacher should start to read the book to the students. Hopefully, when the teacher gets to the idioms students will raise their hands. When the teacher gets to an idiom the teacher should ask a student to describe what the main character thinks someone is saying to him and then the teacher should have

8 minutes

4 minutes

another student say what people are actually saying to him. After the class has talked about the idiom, they should continue reading. Summary/Closing: After the teacher is done reading the book, they should have the students describe what an idiom is again. Then the teacher will introduce the worksheet the students are suppose to fill out. Explain that you will put up a sheet with all the idioms on it that were in the book. Then tell the students that they need to pick one, write it on their worksheet, write what it literally means, what it actually means, and then draw a picture of what it literally means and what it actually means. Once students are done filling this out, they should turn it in to the back basket and then read silently. Student Assessment: Students will be assessed on how well they understand the concept of idioms. The worksheet will serve as an assessment. The teacher will mainly be looking to see that the students understand that an idiom has a literal meaning and an actual meaning.


The idiom:____________________________________________________________________________

What is the literal meaning of the idiom?

What is the actual meaning of the idiom?

Draw a picture of the literal meaning.

Draw a picture of the actual meaning.

Idioms used in More Parts

Ill bet that broke your heart.

Give me a hand. Its sure to crack you up. Keep my head together. Stretch your arms and legs. Hold your tongue. He gets so nervous that he nearly jumps out of his skin. Screams her lungs out We thought you lost your mind.