EL Support Lesson
Students will be able to use context clues to link an idiom to a definition.
Students will be able to use context clues to unpack common American idioms.
- Explain to students that today they will learn how writers make their writing exciting using idioms.
- Define IdiomAnd write it on the board. Give an example (i.e. "a penny for your thoughts").
- Have students turn to partners to discuss the expression and its intended meaning.
Building academic language
- Provide definitions (on board or projected) of all vocabulary terms.
- Explain that students will now rotate around the room to the brainstorming sheets and add their comments and/or examples for each word and read what other students have written. (Note: This can be done informally, with students choosing which words to approach and in what order, or more formally, with students divided into groups and rotating systematically from word to word.)
- Separate students into groups with a completed brainstorming sheet and have them answer questions aloud about the word. For example: What does the word mean?
- Have students use sentence stems and/or frames for support in their oral discussion.
- Allow students to create and share aloud their own sentences with the new vocabulary words. For example: "I use context clues to ____."
- Distribute the A Figure of Speech worksheet.
- Read the directions to the students, and ask a volunteer to repeat the instructions back to you.
- Ask for the whole class' attention, then think aloud to model analyzing the first idiom. Ask: "What do you think is the meaning of A piece of cake? How do we know?" Have students explain the clues.
- Have students work independently or in pairs to complete the rest of the worksheet.
- Distribute the Mixed Up Idioms worksheet, read the directions to the students, and ask a volunteer to repeat the instructions back to you. Remind students what the terms LiterallyAnd FigurativelyMean.
- Read the example aloud. Remind students the meaning of an idiom may not always be obvious. Have them make smart guesses based on the context clues.
- Have students work in pairs to complete the rest of the worksheet.
Additional EL adaptations
- Beginner ELs may need sentence frames to complete the A Figure of Speech worksheet. For example: "The maths test was ____."
- Advanced ELs may work independently on worksheets.
- Allow students that finish early to write, define, and illustrate their own silly idioms.
Formative Assessment of Academic Language(5 minutes)
- Assess students' understanding of idioms by evaluating their accuracy with partner talk, worksheets, and participation throughout the class.
Review and closing(3 minutes)
- Distribute index cards/sticky notes as exit tickets.
- Instruct students to write their names on the back and choose one of 2–3 sentences to complete on their exit tickets. Write the sentence frames on the board. Examples might include:
- My favorite idiom is ____.
- "A piece of cake" means ____.