Students will be able to determine the meaning of an idiom using contextual clues.
The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
Give an example of an idiom in the form of a statement or question (e.g. “Wow! It’s raining cats and dogs out there!” or “I forgot my umbrella today. Is anyone else in the same boat?”)
On scratch paper, have students interpret what you said by drawing a quick sketch. Invite a few students to share with the class. (Note: Some students might draw the figurative meaning while others will draw a literal interpretation. This exercise will serve as a quick pre-assessment.)
Tell students that an idiom is not meant to be taken literally and provide the meaning of the idiom you used as a hook (e.g. “When I said it was raining cats and dogs I didn’t really mean that cats and dogs are falling from the sky. That is an idiom, which is a figure of speech that means it is raining really hard.”)
Preteach vocabulary from the example idiom by providing a student-friendly definition and an image (e.g., umbrella, raining, boat).
Provide other examples of common idioms in English and L1 prior to the lesson.
Display an example illustration of both the literal and figurative meaning of the idiom after students have brainstormed.
Ask learners to explain the definition of idiom using a sentence stem, "An idiom is ___________."