Language Arts/Idioms: Cloudy With a Chance of Meatballs

Materials/Equipment:
Cloudy With a Chance of Meatballs by Judi
Barrett

Curriculum Integration:
Reading
Writing

Art

TEKS Achieved:

Crayons

110.14(b) 2D Identify the meaning of

common idioms.
110.14(b) 21A Write legibly.

Differentiated Learning:
Auditory
Intrapersonal
Verbal/Linguistic

Blooms Taxonomy:

Knowledge/Remember
Analysis
Comprehension/Understand Evaluate
Application
Create

Classroom Strategies:

Cooperative Groups
Hands-On
Independent Activities Simulation
Lecture
Whole-group
Pairing

Visual/Spatial

Interpersonal

Submitted by: Teal Smith

Grade Level: 4th Grade

Subject/Topic: LA/Idioms

Rationale: To identify idioms.

Objectives:
TSW learn that an idiom is a non-literal expression.
TSW demonstrate an understanding of idioms by illustrating one literally and then defining its
meaning.
TSW use legible handwriting by selecting cursive or print.
Lesson Plan:
Introduction
1. Hook: Imagine if food fell from the sky like rain, wouldnt it be great? Understanding
idioms is a piece of cake!
2. Explain: An idiom is an expression that doesnt exactly mean what the words say. It is a
phrase or expression that means something different from the literal (or actual) meaning.
For example, when you say someone spilled the beans, you mean they slipped some
information, not that they spilled beans all over the floor.
Process:
1. Objective: Today, we will learn about idioms. The book, Cloudy With a Chance of
Meatballs, is filled with idioms.
2. Background knowledge: Can anyone share an idiom they have heard before? (Allow a few
students to share the idiom and then share the actual meaning.)
3. As I read the story, make sure you are all ears, so you hear the idioms.
4. Read book and draw attention to the illustrations, as they show the idiom (ie. raining
meatballs).
5. Discuss idioms the students recall from the story and their actual meaning.
6. Guided Practice: Use Elmo to show students Illustrating Idioms activity sheet.
a. Point out the example idiom: brownie points

b. Do a quick drawing of a brownie with fingers pointing at it

c. Then define the meaning: to do or say things to make people like you better
d. Use the idiom in a sentence: She earned brownie points by loaning her sister five

dollars.

7. Have students choose an idiom from the story (or list below) and brainstorm with their
table partner what this may look like, use it in a sentence and determine its literal meaning.
a. Bite off more than you can chew
b. Dont cry over spilled milk
c. Dont count your chickens before they hatch
d. Dont put all your eggs in one basket
e. Have a lot on your plate
f. Icing on the cake
g. It is raining cats and dogs
h. In a pickle
i. They are peas in a pod
j. Sharp cookie
8. Independent Practice: Students will create their own idioms by choosing an idiom,
illustrating it, write its literal meaning and create a sentence to go along with their
illustration. Encourage creativity.
9. Students may present to class. Display students work.
Enrichment/Extension:
Creative writing Write a new ending for the book and instead of the people leaving town, they
choose to stay. What might happen differently?
Accommodations:
1. Special Needs provide student with extra visual and verbal cues and prompts.
2. ELL provide students with a list of idioms and include pictures; explicitly describe what is
taking place in the picture http://www.myenglishteacher.eu/blog/8-creepy-body-idioms-youcant-speak-without/ or allow students to play idiom matching games online
http://www.vocabulary.co.il/idioms/.
Assessment/Evaluation
Students chose an idiom, illustrated in appropriate section of activity page, legibly wrote the
meaning of the idiom and used it in a sentence.