Candidate Name: Mariah Brashar Host Teacher Name: Lindsey Huberty

School: Susitna Grade Level: 4 # of Students: 29

Date & Time of Lesson: 11:35 am, Sept. 17 Length of Lesson: (day or days) 40 minutes
Topic of Lesson: Idioms Content Area: Vocabulary

Materials: Include all materials including types of technology used:

Cengage National Geographic Reach for Reading 4th Grade Anthology page 60

Alaska Content Standard: (One standard for the lesson)

AK Fourth Grade Language Standards,
Vocabulary Acquisition and Use 5.b. Recognize and explain the meaning of common idioms…
(CC.4.L.5.b Explain idioms)

Transfer Goal(s) - Unpacked Standard (Transferability)

Recognize the meaning of non-literal phrases and sayings that are commonly used to describe
scenarios or feelings.

STAGE ONE: Essential Questions and Enduring Understandings (Meaning)

Enduring Understanding(s) : (1 or 2 are Essential Questions to be Considered: (As
sufficient) related to Enduring Understandings…) (1 or 2 are
Students will understand that…. these are the BIG sufficient)
ones!
Our culture often uses specific non-literal How are non-literal phrases used to describe real
phrases to describe scenarios and feelings. life scenarios? Why do we use these phrases? How
Understanding the true meaning of these does understanding their true meaning increase
phrases is vital to fluency. our understanding of one another?

STAGE ONE: STAGE TWO:

Objectives/Learning Targets (Acquisition)
Knowledge and Skills: What knowledge and
skills related to content and/or content
language should students know and be able to
do by the end of the lesson?
Students will…
recognize several common idioms and their
meanings, be able to explain what an idiom is,
draw from their own background to produce
other idioms.
Assessments/Acceptable Evidence Of Learning
Sources of Evidence: Formative, Summative,
and/or Performance?
Discussion (formative)
White board responses (performance)
“Original” written idiom (summative)
STAGE THREE: Learning for Understanding: Instructional Activities, Products, and Strategies
Pre-Requisites: What is the prior knowledge/learning students have to have before starting this
lesson? Students will need to have read Martina the Beautiful Cockroach and discussed adages. We
will be basing some of our discussion on our previous discussion of those elements.

Overview/Introduction/Main Hook (Make a connection with students’ backgrounds and/or prior

learning using an authentic situation to start them thinking about the objectives and the essential
question the lesson addresses.)
Do you all remember Martina? I thought that story was pretty funny and I think you did, too. My
favorite part of the story was how the author used words with more than one meaning to make a lot
of sly jokes!

Process: Teacher Does/Student Product(s): Specific Strategies for

Does…
Teacher reads Idioms and
Expressions on pg. 60
Students read text box, discuss
meanings and how they relate to
reality. Example: why might there
be a reference to a hand when
discussing marriage?
Students answer questions on
white boards
Student write an idiom they know
of and turn it in.
Assessment/Evidence of
Learning.
Discussion
Answers from white boards
Written responses with
partner
supporting diverse learner
skills and abilities throughout
the lesson
Read aloud
Ask “forced answer”
questions to help AELLs
understand idioms (ie does it
mean this or this?)

Closure:
Idioms are one way that we can make our communications more colorful. This is true when we are
speaking and writing. Keep in mind all the non-literal ways we can speak and write to make things
more interesting!
Considerations prior to the lesson:
 What is the objective of the lesson? How will you know if the students have met
the objective?
 What provisions are you making for faster and slower learners?
 How do you integrate local knowledge and cultural content?
 How do you use (or not use) technology wisely?
 How does this lesson fit into the overall curriculum?
 Have you changed the lesson plan at all?

Questions for reflection after the lesson:

 How did the lesson go?
 Did the students meet the objective? How do you know?
 Were there any unexpected events? How effectively did you respond?
 Comment on one student who did particularly well and one who did not meet
your expectations. Why did this happen? What can you do to follow up with the
student who did not do well?
 Are there any changes you would make in this lesson if you could do it again?
Why?