Professional Documents
Culture Documents
Think
about
what
is
happening
in
your
picture,
why
and
write!
You
will
have
about
5
minutes
to
complete
this
task.
Once
you
have
your
pencil
you
may
begin.
TTW
give
students
each
the
chance
to
write
their
stories.
While
students
are
working
on
their
stories,
the
teacher
will
circulate
to
assess
students
progress.
Learning
Design:
I. Teaching:
Once
completed
the
teacher
will
say,
3-2-1
Alright
So
my
first
picture
I
have
here
looks
like
this
(teacher
will
place
book
under
the
Elmo
and
project
onto
promethean
board).
It
has
some
kind
of
cat
in
it,
maybe
a
bag?
Now
those
of
you
that
were
given
this
picture,
who
can
tell
me
what
they
think
is
happening
in
this
picture?
Raise
your
hand
and
tell
us
what
you
wrote
your
story
about.
TTW
call
on
2-3
attentive
students
repeating
their
responses.
Alright
so
these
are
all
valid
guesses
about
what
is
going
on!
Now
each
of
these
pictures
I
have
given
you
represents
an
idiom.
Who
can
tell
me
what
they
think
an
idiom
is?
TTW
call
on
2-3
attentive
students
repeating
their
responses.
Boys
and
girls,
an
idiom
is
an
expression
or
phrase
that
cannot
be
fully
understood
based
on
the
meanings
of
the
individual
words
that
are
contained
within
it.
So
lets
flip
the
page
to
the
page
that
says
Types
of
Figurative
Language-
Idioms
at
the
top
and
look
in
the
box
that
says
An
idiom
is
Fill
in
the
blanks
on
your
sheet
as
we
go.
If
you
are
on
the
correct
page
and
understand
the
directions
point
to
the
box
that
says
An
idioms
is.
Good
Ketrya
is
ready.
Nicholas
is
ready.
Perfect.
An
idioms
is
a
phrase
whose
actual
meaning
it
different
from
the
literal
meaning
of
the
individual
words.
They
are
word
combinations
that
whose
actual
meaning
is
different
from
the
literal
meaning
of
the
individual
words
in
that
word
combination.
The
actual
meaning
of
idioms
often
has
nothing,
to
do
with
the
meanings
of
the
words
taken
one
by
one.
We
use
idioms
to
make
our
writing
and
speech
more
expressive
and
colorful
and
a
lot
of
idioms
include
animals
in
them.
Most
idioms
were
created
a
long
time
ago
and
made
perfect
sense
and
long
time
ago,
but
to
us
they
seem
a
little
strange.
Now
that
weve
reviewed
what
an
idiom
is,
that
is
is
a
phrase
who
actual
meaning
is
different
from
the
literal
meaning
of
the
individual
words,
lets
flip
back
to
our
stories
we
wrote.
This
picture
is
illustrating
a
common
idiom
that
people
say
and
you
may
see
on
your
test!
So
who
has
an
idea
what
idiom
they
think
this
picture
might
be
referring
to?
TTW
call
on
1
attentive
student
repeating
their
responses.
Yes
the
idiom
it
is
referring
to
is
let
the
cat
out
of
the
bag!
point
to
let
the
cat
out
of
the
bag
on
your
organizer?
Good,
so
what
does
it
mean
when
we
say
we
let
the
cat
out
of
the
bag?
Are
we
literally
talking
about
letting
a
cat
out
of
some
bag?
No!
Youre
right
it
means
to
let
out
yes
but
to
let
out
a
secret!
So
in
II.
III.
the
box
that
says
Actual
Meaning
you
all
need
to
write
down
that
it
means:
to
let
out
a
secret.
TTW
write
this
on
the
board
for
students.
Then
the
teacher
will
go
through
each
picture
and
talk
about
what
the
students
thought
was
happening-
the
idiom
on
the
page
and
what
it
actually
means.
The
teacher
and
students
will
record
these
meanings
on
the
graphic
organizer.
So
from
each
of
these
idioms,
do
the
words
in
the
idiom
have
anything
to
do
with
the
actual
meaning
of
the
whole
phrase?
No!
They
are
phrases
that
mean
something
different
from
what
we
would
think
by
the
individual
words.
Opportunity
for
Practice:
Give
them
list
of
frequently
used
idioms
write
a
story
using
as
many
idioms
as
you
can.
Now
to
practice
idioms,
flip
to
the
next
page,
Elijah
is
going
to
read
the
directions
aloud
you
all
should
be
reading
aloud
to
the
class.
After
Elijah
reads
the
directions,
TTW
say
So,
what
you
will
be
doing
is
writing
a
story
using
as
many
idioms
CORRECTLY
in
your
story
as
possible.
Use
the
attached
idioms
chart
to
help
you
think
of
idioms
to
incorporate
in
your
story!
Now
your
story
has
to
make
sense
to
the
reader
so
they
must
make
sense
in
your
story!
You
may
go
ahead
and
begin
writing
your
story.
TTW
allow
the
students
to
write
for
a
little
while
then
she
will
choose
an
example
paper
to
put
under
the
Elmo
and
say,
Alright
boys
and
girls
I
want
for
you
to
take
a
break
and
look
up
at
Ashantis
paper.
Ashanti
is
going
to
read
us
her
paper
and
you
all
are
going
to
read
along
and
search
for
the
idioms
used
in
her
story!
After
she
finishes
reading
and
youve
found
an
idiom
I
will
call
on
those
with
their
hands
raised
to
point
out
an
idiom
she
used
and
what
it
means!
TTW
then
have
the
student
read
their
paper
and
ask
the
students
What
idioms
did
Ashanti
use
in
her
paper?
Notice
how
they
all
flowed
in
her
story
and
make
sense
to
the
reader.
TTW
call
on
students
to
point
out
all
of
the
idioms
and
e
explain
their
meaning.
The
teacher
will
highlight
as
they
go.
Then
the
teacher
will
circulate
and
help
struggling
students
with
their
stories.
She
will
show
another
example
if
necessary
to
repeat
the
procedure.
Now
that
weve
completed
our
stories,
you
and
a
partner
will
swap
stories
and
are
going
to
use
a
highlighter
to
highlight
the
IDIOMS
they
used
in
their
story!
What
are
we
going
to
highlight
class?
Yes
the
idioms!
So
take
a
few
moments
to
read
thorugh
your
partners
story
and
highlight
those
idioms!
Lets
see
who
used
the
most
idioms
correctly
in
their
story!
Assessment:
Exit
Slip:
(In
mind
map
format)
3
examples
of
idioms
weve
discussed
and
what
they
mean,
1
definition
of
idioms-
Now
to
end
our
day,
I
want
to
see
what
all
youve
learned!
You
are
going
to
flip
to
the
last
page
and
you
will
define
what
an
idiom
is
in
your
own
words.
Then
give
me
three
examples
of
idioms
that
weve
talked
about
today
or
that
you
knew
before
the
lesson.
IV. Closure:
The
teacher
will
re-gather
the
students
with
a
3-2-1
and
quickly
ask
the
following
questions:
o Who
can
tell
me
what
an
idiom
is?
o Now
what
are
some
examples
of
idioms
that
you
know
or
that
weve
talked
about
today?
Materials
and
Resources:
Monkey
Business
by
Wallace
Edwards
Photo
copies
of
pages
for
note-taking
guide
o Cat
out
of
the
bag
o Opened
a
can
of
worms
o Put
his
best
foot
forward
o Fish
out
of
water
o Rise
to
the
occasion
Student
Note-taking
guides
(includes
Idioms
note-taking
organizer,
Idioms
story
writing
page,
and
assessment)
Promethean
Board
Idioms
Flip
Chart
(mimics
student
Note-taking
guide)
Frequently
used
Idioms
list
https://www.pinterest.com/pin/547609635917626260/
Highlighters
Pencils
Differentiation
Strategies
Extension-
Have
students
create
their
own
idioms
and
write
their
own
short
stories
using
these
idioms.
Re-Teaching-
Show
more
examples
of
idioms
in
context-
Perform
read
louds
with
students
in
small
groups
and
have
them
pick
out
the
idioms
within
the
story.
Data
Analysis:
Reflection:
What
went
well:
Using
Flipchart
on
the
Promethean
board
worked
well
for
mimicking
student
note-taking
guides.
Was
able
to
quickly
write
up
the
note-taking
guide
on
the
board
first
before
the
lesson.
It
was
time-efficient
and
effective
for
the
students
to
see!
When
I
noticed
that
some
students
were
struggling
to
come
up
with
a
story,
I
grabbed
an
example
paper
and
put
it
under
the
Elmo,
the
student
read
their
story
to
the
class
and
as
a
class,
students
went
up
to
the
board,
pointed
to
an
idiom
in
her
story
and
explained
what
the
idiom
meant.
I
would
then
highlight
the
idiom.
Once
I
gave
this
example,
I
let
the
students
work
a
little
longer
before
they
began
getting
restless
again
and
showed
them
another
example.
I
then
let
them
finish
their
own
stories.
What
could
use
improvement:
In
the
future
I
should
make
an
example
(teacher
copy
of
note-taking
guide)
with
the
definitions
of
idioms
written
clearly
for
easier
reference.
Although
using
the
reference
list
in
the
back
of
the
book,
it
would
be
helpful
to
have
them
pre-written
so
I
didnt
have
to
flip
I
also
would
write
an
example
story
containing
a
lot
of
idioms,
put
it
under
the
Elmo,
have
students
read
the
story,
then
as
a
class
have
students
find
idioms
in
my
story
and
mark
the
idioms
they
find
with
a
highlighter.
This
would
be
a
practical
way
to
ensure
all
the
kids
knew
what
I
was
looking
for.
We
did
not
have
time
for
the
students
to
highlight
their
partners
story
for
idioms
and
count
them.
I
would
like
to
do
this
in
the
future.
I
would
have
collected
the
note-taking
packets
and
not
stapled
the
assessment
to
the
packets.
I
caught
a
few
kids
looking
back
at
their
packets
for
answers
even
when
I
told
them
not
to.
Dont
forget
to
add
a
sheet
of
paper
for
writing
the
story
during
the
engagement!
I
forgot
this
and
had
them
write
on
the
back
of
the
picture.
Additional
Ideas
for
Future
Teaching:
Using
the
Story
Theres
a
Frog
in
my
Throat!
By
Loreen
Leedy
and
Pat
Street:
Choose
_______
idioms
on
your
page
and
write
the
meanings
of
those
idioms.
Teach
your
classmates
these
idioms
by
stating
the
idiom
I
found
was
__________________
it
means
_________________.
Give
them
a
list
of
idioms
and
have
them
write
a
short
story
using
them.
(use
as
many
as
possible)
http://www.readingrockets.org/article/teaching-vocabulary
Choose
an
idiom
with
your
group
and
create
a
short
skit
to
show
meaning
and
share
with
class
As
students
share
skits,
Class
records
in
note-taking
guide.
Comprehensive
list
of
Idioms:
http://www.smart-words.org/quotes-
sayings/english-idioms-commonly-used.pdf
Idiom:
Let the cat out of the bag
Actual Meaning:
An idiom is:
________________________________
________________________________
________________________________
Idioms
Three examples of
idioms are:
1.
_________________________________________
2. _________________________________________
3. _________________________________________
Work Samples: