Idioms for All

Overview:

By developing a clear understanding of figurative language, students can further comprehend texts that contain metaphorical and lexical meanings beyond the basic word level. In this lesson, students explore figurative language with a focus on the literal versus the metaphorical translations of idioms. Through read-aloud, teacher modeling, and student-centered activities that are presented in the classroom, students will further develop their understanding of figurative language.

Students are more likely to understand, recall, and care about what an idiom means after having played with the phrase through a highly engaging exploration of metaphorical language. Eye on Idioms can be used to engage students in a study of seven idioms. After viewing the literal representation of each idiom, students are asked to complete the sentence by selecting the correct idiom from the list. Using context clues from the sentence, students can then determine the metaphorical meaning of the idiom. As a final step, students are asked to use the idiom in a sentence to show their understanding of its meaning. Students should be reminded to print the page after completing each idiom exercise since their work cannot be saved electronically.

It's raining cats and dogs! Students explore the figurative language through read-aloud, teacher modeling, and student-centered activities, further developing their understanding of the literal versus the metaphorical translations of idioms.

Preparations:

• In a Pickle and Other Funny Idioms by Marvin Terban (Houghton Mifflin, 1983)
  

• More Parts by Tedd Arnold (Dial Books for Young Readers, 2001)
  

• Scholastic Dictionary of Idioms by Marvin Terban (Scholastic, 1998)
  

• Drawing paper, colored pencils, crayons, and markers
  

• Multiple computers with Internet access

Student Objectives:

Students will

• Explore the use of figurative language in texts
  

• Identify the literal representations of idioms through class discussions, drawings, and writing
  

• Discuss connections between idioms and their personal experiences
  

• Research the origins of selected idioms to reinforce the metaphorical meanings
  

• Show an understanding of the metaphorical meanings of selected idioms by using them in sentences

Lesson 1:

1.Read aloud More Parts by Tedd Arnold. Discuss the text with students, asking about the idioms presented and what they mean in comparison to what the main character translates them to mean.

2. Brainstorm other idioms that students have heard. To get the discussion started, ask students what they know about the phrases "it's raining cats and dogs" and "saved by the bell." Ask them to draw upon their personal experiences and background knowledge to discuss these idioms and any others that they can think of. Prompting questions might include:

• Have you heard anyone in your family (like your parents or grandparents) use idioms when speaking?

• Which idioms do you use?

• Have you heard idioms used in television programs or movies?

For each personal experience, ask the student to describe how the idiom was used and how he or she was able to decipher the figurative meaning.

3. On the board or chart paper, list all of the idioms mentioned during the class discussion and refer to the list as needed during the remainder of the lesson. Discuss how some idioms are passed down through generations. This discussion gives students a preliminary introduction to the historical meaning of idioms.

4. Develop a class definition of idioms. Write the definition on chart paper and hang the sheet on the wall for reference purposes.

5. Have students select their favorite idiom from the list and draw a literal representation of the phrase. Model this activity on chart paper by selecting an idiom and roughly drawing a literal representation of it. For example, the phrase “it's raining cats and dogs” can be shown by drawing a picture of a storm cloud with cats and dogs falling like raindrops. Instruct students to include the literal drawing on one side of a sheet of paper and to write the idiom on the back. (Students may need to complete this activity for homework).

Lesson 2:

1. Read aloud In a Pickle and Other Funny Idioms by Marvin Terban. Discuss the metaphorical meanings of the idioms presented in this text.

2. Have students present the literal representations of their favorite idioms while their classmates try to guess the idioms that are represented in the drawings and determine their metaphorical meanings. To determine the metaphorical meanings, students can think back to the discussions in Session 1 where their classmates shared their personal experiences with the various idioms.

3. Have students, working in pairs, select four to five idioms to research using the Scholastic Dictionary of Idioms or another resource.

4. After researching the idioms, ask each pair of students to select one idiom from their list, share its origins, and how its origins relate to the metaphorical meaning of the phrase. To ensure understanding of the metaphorical meaning, have students use each idiom in a sentence as well.

5. Encourage a class discussion on how knowing the historical context of idioms and reflecting on personal experiences can make it easier to understand the metaphorical meanings of these phrases.

Lesson 3:

1. Give the students an 11 x14 or 12 x 18 paper. In this activity, students are asked to take one of the idioms they have learned about and draw an image of it. They are not to label the meaning of the idiom. They may use crayons, colored pencils, or markers. It is recommended the student use a piece of copy paper first to draw out their portrait before they do the final draft on the large white paper.

2. When the students finish the portraits the students create, they will each have a unique number placed in the corner of the portrait. You will hang the idioms in the hallway and other students, parents, and teachers can try to interpret the student drawings of idioms. They will write the corresponding number on the idiom with their guess.

3. We usually leave them in a hall for a couple of weeks while everyone completes forms and tries to guess all the idioms to win a candy prize. It engages the entire school. The kids are pretty proud of the drawings.

Standards used in this project for grades 3-4-5

• Subject: Language Arts
  Grades(s): 3
  Standard: 6.1.a. - Use new vocabulary learned by listening, reading, and discussing a variety of genres.

• Subject: Language Arts
  Grades(s): 3
  Standard: 6.1.b. - Learn the meaning and properly use a variety of grade-level words (e.g., words from literature, social studies, science, math).

• Subject: Language Arts
  Grades(s): 3
  Standard: 6.2.a. - Use multiple resources to determine the meanings of unknown words (e.g., simple dictionaries, glossaries, beginning thesauruses).

• Subject: Language Arts
  Grades(s): 3
  Standard: 6.2.b. - Relate unfamiliar words and concepts to prior knowledge to increase vocabulary (e.g., rotation planets, spinner, taking turns).

• Subject: Language Arts
  Grades(s): 3
  Standard: 6.3.b. - Use context to determine the meaning of unknown keywords (e.g., The ferocious dog growled at the children.).

• Subject: Language Arts
  Grades(s): 3
  Standard: 6.3.c. - Use context to determine the meanings of synonyms, antonyms, homonyms (e.g., blue, blew), and multiple-meaning words (e.g., light).

• Subject: Language Arts
  Grades(s): 3
  Standard: 7.2.a. - Relate prior knowledge to make connections to the text (e.g., text to text, text to self, text to world).

• Subject: Language Arts
  Grades(s): 3
  Standard: 7.2.d. - Make and confirm predictions while reading using title, picture clues, text and/or prior knowledge.

• Subject: Language Arts
  Grades(s): 3
  Standard: 7.2.f. - Identify topic/main idea from text; note details.

• Subject: Language Arts
  Grades(s): 3
  Standard: 7.2.g. - Summarize important ideas/events; summarize supporting details in sequence.

• Subject: Language Arts
  Grades(s): 3
  Standard: 7.2.h. - Monitor and clarify understanding applying fix-up strategies while interacting with text.

• Subject: Language Arts
  Grades(s): 3
  Standard: 7.3.a. - Identify characters, setting, sequence of events, problem/resolution.

• Subject: Language Arts
  Grades(s): 3
  Standard: 7.3.c. - Identify information from pictures, captions, diagrams, charts, graphs, table of contents, index, and glossary.

• Subject: Language Arts
  Grades(s): 3
  Standard: 8.6.f. - Share writing with others using illustrations, graphs, and/or charts to add meaning.

• Subject: Language Arts
  Grades(s): 4
  Standard: 6.1.a. - Use new vocabulary learned by listening, reading, and discussing a variety of genres.

• Subject: Language Arts
  Grades(s): 4
  Standard: 6.1.b. - Learn the meaning and properly use a variety of grade level words (e.g., words from literature, social studies, science, math).

• Subject: Language Arts
  Grades(s): 4
  Standard: 6.2.a. - Use multiple resources to determine the meanings of unknown words (e.g., dictionaries, glossaries, beginning thesauruses).

• Subject: Language Arts
  Grades(s): 4
  Standard: 6.2.b. - Relate unfamiliar words and concepts to prior knowledge to increase vocabulary (e.g., settlers Indians, pioneers, farmers).

• Subject: Language Arts
  Grades(s): 4
  Standard: 6.3.b. - Use words, sentences, and paragraphs as context clues to determine meanings of unknown key words, similes and idioms.

• Subject: Language Arts
  Grades(s): 4
  Standard: 7.2.a. - Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world).

• Subject: Language Arts
  Grades(s): 4
  Standard: 7.2.d. - Make and confirm or revise predictions while reading using title, picture clues, text, and/or prior knowledge.

• Subject: Language Arts
  Grades(s): 4
  Standard: 7.2.f. - Identify theme/topic/main idea from text; note details.

• Subject: Language Arts
  Grades(s): 4
  Standard: 7.2.g. - Summarize important ideas/events; summarize supporting details in sequence.

• Subject: Language Arts
  Grades(s): 4
  Standard: 7.2.h. - Monitor and clarify understanding by applying fix-up strategies while interacting with text.

• Subject: Language Arts
  Grades(s): 4
  Standard: 7.3.a. - Identify characters, setting, sequence of events, problem/resolution.

• Subject: Language Arts
  Grades(s): 4
  Standard: 7.3.c. - Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, table of contents, index, and glossary.

• Subject: Language Arts
  Grades(s): 4
  Standard: 8.6.f. - Share writing with others incorporating relevant illustrations, photos, charts, diagrams, and/or graphs to add meaning.

• Subject: Language Arts
  Grades(s): 5
  Standard: 6.1.a. - Use new vocabulary learned by listening, reading, and discussing a variety of genres.

• Subject: Language Arts
  Grades(s): 5
  Standard: 6.1.b. - Learn the meaning and properly use a variety of grade-level words (e.g., words from literature, social studies, science, math).

• Subject: Language Arts
  Grades(s): 5
  Standard: 6.2.a. - Use multiple resources to determine the meanings of unknown words (e.g., dictionaries, glossaries, beginning thesauruses).

• Subject: Language Arts
  Grades(s): 5
  Standard: 6.2.b. - Determine gradients of meanings between related words and concepts (e.g., ambassador official, representative).

• Subject: Language Arts
  Grades(s): 5
  Standard: 6.3.a. - Identify meanings of words using roots and affixes.

• Subject: Language Arts
  Grades(s): 5
  Standard: 6.3.b. - Use words, sentences, and paragraphs as context clues to determine the meaning of unknown keywords, similes, metaphors, idioms, proverbs, and cliches.

• Subject: Language Arts
  Grades(s): 5
  Standard: 6.3.c. - Use context to determine the meanings of synonyms, antonyms, homonyms (e.g., your/you're), and multiple-meaning words (e.g., beat).

• Subject: Language Arts
  Grades(s): 5
  Standard: 7.2.a. - Relate prior knowledge to make connections to the text (e.g., text to text, text, to self, text to world).

• Subject: Language Arts
  Grades(s): 5
  Standard: 7.2.d. - Make and confirm or revise predictions while reading using title, picture clues, text, and/or prior knowledge.

• Subject: Language Arts
  Grades(s): 5
  Standard: 7.2.f. - Identify theme/topic/main idea from text; note details.

• Subject: Language Arts
  Grades(s): 5
  Standard: 7.2.g. - Summarize important ideas/events; summarize supporting details in sequence.

• Subject: Language Arts
  Grades(s): 5
  Standard: 7.2.h. - Monitor and clarify understanding by applying fix-up strategies while interacting with text.

• Subject: Language Arts
  Grades(s): 5
  Standard: 7.3.a. - Identify characters, setting, sequence of events, problem/resolution.

• Subject: Language Arts
  Grades(s): 5
  Standard: 7.3.c. - Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, table of contents, index, and glossary.

• Subject: Language Arts
  Grades(s): 5
  Standard: 8.6.f. - Share writing with others incorporating relevant illustrations, photos, charts, diagrams, and/or graphs to add meaning.

• Subject: Language Arts
  Grades(s): 3
  Standard: RL.3.1. - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

• Subject: Language Arts
  Grades(s): 3
  Standard: RL.3.3. - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

• Subject: Language Arts
  Grades(s): 3
  Standard: RL.3.4. - Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

• Subject: Language Arts
  Grades(s): 3
  Standard: RL.3.10. - By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Recognize and begin to read documents written in cursive.

• Subject: Language Arts
  Grades(s): 3
  Standard: RF.3.4.a. - Read grade-level text with purpose and understanding.

• Subject: Language Arts
  Grades(s): 3
  Standard: RF.3.4.c. - Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

• Subject: Language Arts
  Grades(s): 3
  Standard: SL.3.1.a. - Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

• Subject: Language Arts
  Grades(s): 3
  Standard: SL.3.1.b. - Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

• Subject: Language Arts
  Grades(s): 3
  Standard: SL.3.1.c. - Ask questions to check for understanding of the information presented, stay on topic, and link their comments to the remarks of others.

• Subject: Language Arts
  Grades(s): 3
  Standard: SL.3.1.d. - Explain their own ideas and understanding in light of the discussion.

• Subject: Language Arts
  Grades(s): 3
  Standard: SL.3.2. - Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

• Subject: Language Arts
  Grades(s): 3
  Standard: L.3.4.a. - Use sentence-level context as a clue to the meaning of a word or phrase.

• Subject: Language Arts
  Grades(s): 3
  Standard: L.3.4.d. - Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases.

• Subject: Language Arts
  Grades(s): 3
  Standard: L.3.5.b. - Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

• Subject: Language Arts
  Grades(s): 3
  Standard: L.3.6. - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

• Subject: Language Arts
  Grades(s): 4
  Standard: RL.4.1. - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

• Subject: Language Arts
  Grades(s): 4
  Standard: RL.4.2. - Determine a theme of a story, drama, or poem from details in the text; summarize the text.

• Subject: Language Arts
  Grades(s): 4
  Standard: RL.4.3. - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

• Subject: Language Arts
  Grades(s): 4
  Standard: RL.4.10. - By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Continue to develop fluency when reading documents written in cursive.

• Subject: Language Arts
  Grades(s): 4
  Standard: RF.4.4.a. - Read grade-level text with purpose and understanding.

• Subject: Language Arts
  Grades(s): 4
  Standard: RF.4.4.c. - Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

• Subject: Language Arts
  Grades(s): 4
  Standard: SL.4.1.a. - Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

• Subject: Language Arts
  Grades(s): 4
  Standard: SL.4.1.b. - Follow agreed-upon rules for discussions and carry out assigned roles.

• Subject: Language Arts
  Grades(s): 4
  Standard: SL.4.1.c. - Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

• Subject: Language Arts
  Grades(s): 4
  Standard: SL.4.6. - Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 30 for specific expectations.)

• Subject: Language Arts
  Grades(s): 4
  Standard: L.4.1.h. - Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

• Subject: Language Arts
  Grades(s): 4
  Standard: L.4.3.c. - Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

• Subject: Language Arts
  Grades(s): 4
  Standard: L.4.4.a. - Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

• Subject: Language Arts
  Grades(s): 4
  Standard: L.4.4.c. - Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of keywords and phrases.

• Subject: Language Arts
  Grades(s): 4
  Standard: L.4.5.a. - Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

• Subject: Language Arts
  Grades(s): 4
  Standard: L.4.5.b. - Recognize and explain the meaning of common idioms, adages, and proverbs.

• Subject: Language Arts
  Grades(s): 4
  Standard: L.4.6. - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

• Subject: Language Arts
  Grades(s): 5
  Standard: RL.5.2. - Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

• Subject: Language Arts
  Grades(s): 5
  Standard: RL.5.4. - Determine the meaning of words and phrases as they are used in a text, including figurative languages such as metaphors and similes.

• Subject: Language Arts
  Grades(s): 5
  Standard: RL.5.10. - By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. Continue to develop fluency when reading documents written in cursive.

• Subject: Language Arts
  Grades(s): 5
  Standard: RF.5.4.a. - Read grade-level text with purpose and understanding.

• Subject: Language Arts
  Grades(s): 5
  Standard: RF.5.4.c. - Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

• Subject: Language Arts
  Grades(s): 5
  Standard: W.5.9.a. - Apply grade 5 Reading standards to literature (i.e., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

• Subject: Language Arts
  Grades(s): 5
  Standard: SL.5.1.a. - Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

• Subject: Language Arts
  Grades(s): 5
  Standard: SL.5.1.b. - Build on others' talk in conversations by linking their comments to the remarks of others.

• Subject: Language Arts
  Grades(s): 5
  Standard: SL.5.1.c. - Ask for clarification and further explanation as needed about the topics and texts under discussion.

• Subject: Language Arts
  Grades(s): 5
  Standard: SL.5.2. - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

• Subject: Language Arts
  Grades(s): 5
  Standard: L.5.4.a. - Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

• Subject: Language Arts
  Grades(s): 5
  Standard: L.5.4.c. - Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of keywords and phrases.

• Subject: Language Arts
  Grades(s): 5
  Standard: L.5.5.a. - Interpret figurative language, including similes and metaphors, in context.

• Subject: Language Arts
  Grades(s): 5
  Standard: L.5.5.b. - Recognize and explain the meaning of common idioms, adages, and proverbs.

• Subject: Language Arts
  Grades(s): 5
  Standard: L.5.6. - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).