New Lesson Plan

Mercyhurst University Lesson Plan
Preservice Teacher Justin Fallon
Cooperating Teacher __________________________
School / Grade HCHS 9
Date Received__________ Date Reviewed_________

(Cooperating Teacher Initials Required)
Lesson Title Idioms: Clearing the Air
Teaching Time 30 minutes
Lesson Concept: Students will work with idioms, analyzing meaning and explaining their meaning building off of a prior lesson
taught using the book Why the Banana Split by Rick Walton.
Standards:
Standard - CC.1.2.9-10.F: Analyze how words and phrases shape meaning and tone in texts.
CC.1.5.9-10.E: Adapt speech to a variety of contexts and tasks.
CC.1.5.9-10.B: Evaluate a speakers perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.
Objectives
(State in measurable terms what the students should/will be able
to do as a result of the lesson.) See Bloom Wheel.
1. Students will be able to identify idioms from the list
provided.
Assessments
(The assessment should clearly state how student achievement of
objective will be measured.) See Bloom Wheel.
1. Students will select and identify an idiom from the list
provided.
2. Students will be able to create a representation of a chosen

idiom from the provided list and explain its literal and
figurative meaning..
2. Students will create a graphic representation of the literal and

figurative meaning of the idiom.
3. Students will present their graphic representation to the

class.
3. Students will give a 2-3 minute presentation explaining their

idiom and reasoning behind their representation.
Materials:
List of idioms, 8x11 x (number of students), markers, tape
Anticipatory Set
Upon entering the room students will be asked if they can recall or provide examples of idioms they know or have heard without using
the provided worksheet.
Activating Prior Knowledge:
The students will use their prior knowledge of phrase construction, figurative language, and expressions to evaluate and analyze
idioms in Why the Banana Split by Rick Walton. They will also use skills developed in art classes such as drawing to create a graphic
representation of their chosen idiom, both literally and figuratively.
Procedure:
Teacher Actions
1. Prior to students entering class, the teacher will place an idiom
worksheet (facedown), marker, and blank sheet of 8x11 paper on
each students desk.
Student Actions
1. ------------------------------------
2. Teacher will instruct students to sit at their desk.
2. The students will find their seats.
3. Teacher will then review idioms with students emphasizing the

difference between their literal and figurative meaning. Teacher
will ask students for examples see: Anticaptory Set
3. Students will sit and listen to the review. Students will provide
examples of idioms as part of Anticapatory Set.
4. Teacher will instruct students to fold the 8x11 paper down the
middle, short ways, or the hamburger way.
4. Students will fold the paper in half to create two sides.
5. Teacher will then explain that the paper will be used to create a
graphic representation of an idiom, chosen by the student, to
5. Students will continue listening to instruction.
display and present for the class.

6. The teacher will then ask each student what idiom they have
chosen to ensure there are no duplicates.
6. Students will choose an idiom.
7. Teacher will instruct students to write the idiom they chose

across the top of the sheet. The left column will be used to draw
what the idiom literally means, right column for what its
figurative meaning.
7. Students will write their idiom across the top of the sheet and
designate the left hand side of the page as the literal meaning and
right hand side as figurative.
8. Teacher will then tell students they have 10 minutes to

complete their sketches.
8. Students will spend 10 minutes sketching their idiom.
9. At the end of the 10 minutes, teacher will then randomly select

students in stand in front of the class and present their idiom.
9. Students will present their idiom based on teacher selection.
10. Teacher will judge the graphic representations, presentation,

and grade accordingly.
10. Students will sit down and watch others present.
Closure:
The class as a whole will then vote on who made their collective favorite representation. It could be for reasons of humor, succintness,
accuracy, etc. Essentially, the students will discuss idioms as a group and how they went about formulated their representation.
Additional Concept Related Activity:
Students will watch The Lion King and analyze the script in order to pick out idioms used in the film.

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Mercyhurst University Lesson Plan

Preservice Teacher Justin Fallon

Cooperating Teacher __________________________

School / Grade HCHS 9

Date Received__________ Date Reviewed_________

Lesson Title Idioms: Clearing the Air

Teaching Time 30 minutes

2. Students will be able to create a representation of a chosen

2. Students will create a graphic representation of the literal and

3. Students will present their graphic representation to the

3. Students will give a 2-3 minute presentation explaining their

2. Teacher will instruct students to sit at their desk.

2. The students will find their seats.

3. Teacher will then review idioms with students emphasizing the

4. Students will fold the paper in half to create two sides.

5. Students will continue listening to instruction.

display and present for the class.

6. Students will choose an idiom.

7. Teacher will instruct students to write the idiom they chose

8. Teacher will then tell students they have 10 minutes to

8. Students will spend 10 minutes sketching their idiom.

9. At the end of the 10 minutes, teacher will then randomly select

9. Students will present their idiom based on teacher selection.

10. Teacher will judge the graphic representations, presentation,

10. Students will sit down and watch others present.

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Date Received__ Date Reviewed_