January 31, 2018
|
by Jennifer Sobalvarro

Lesson plan

Eggcellent Easter Idioms

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Students will be able to use context clues to determine the meaning of Easter-themed idioms.

(5 minutes)
  • Tell the students that we are going to play some monkey see monkey do. Refer to the board where it's written, or show the picture on the Silly Monkeys Coloring Page.
  • Act something out and allow the students to copy your motions (e.g., dance, jump up, or mime).
  • Refer to the board and have a student find the context clues within the sentences that tell the meaning of the idiom.
(6 minutes)
  • Read the student objective aloud with the students and define idioms as sayings that have a figurative meaning that is different from the literal (real) meaning, and literal as exactly what the words say. Explain that students can use context clues, or hints within sentences that help determine the meaning of words, to help them determine the figurative meaning of the idiom. Define figurative meaning as a word or phrase that does not have its normal everyday, literal meaning, and is used to add dramatic effect to writing.
  • Refer to the chart paper and read the first sentence.
    • Underline the idiom and circle the context clues that helped you determine the definition (surprised, didn't move).
    • Write the meaning on the board: frozen; unable to move or think.
    • Discuss how the literal meaning involves a rabbit in front of the car, but the actual meaning uses figurative language to explain a surprising situation.
(7 minutes)
  • Assign A-B partners and have Partner A give an example of how you used the context clues to come to an understanding of the idiom meaning, and have Partner B re-explain the difference between the literal and the figurative meaning of the idiom.
  • Choose non-volunteers Partner A and Partner B to share their responses with the class.
  • Ask a student to read the second Easter idiom sentence from the chart paper.
  • Tell another student to circle the context clues in the sentences.
  • Ask students to turn and talk to make a guess at the answer.
  • Allow a student to share their definition and ask students to take a stand if they agree or stay seated if they disagree.
  • If the students need more practice, repeat the previous steps for the last Easter idiom sentence on the chart paper.
(5 minutes)
  • Distribute Easy Easter Idioms and read the directions for Part I of the worksheet.
  • Remind students to circle all the words they think will help them choose the correct definition.

Support:

  • Allow students to visualize by drawing the literal meanings. Then transition to the figurative understanding of the words, allowing them to draw the figurative meaning next to the literal drawing.
  • Add more context clues to each of the sentences.
  • Circle the context clues for the students and then allow them to determine the meaning. Have them explain their reasoning.

Enrichment:

  • Allow advanced students to practice with idioms beyond Easter-themed ones with the Idioms 2 Exercise.
(5 minutes)
  • Read the directions for Part II of Easy Easter Idioms.
  • Allow students time to complete their sentence.
  • Treat students' completion of the entire Easy Easter Idioms worksheet as a formative assessment of their ability to use context clues to determine the meaning of idioms.
(2 minutes)
  • Request that students share their sentences from their independent work.
  • Explain that while these idioms primarily focus on Easter, there are various styles of idioms that can liven up any conversation or writing.

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