Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Idioms

Content Area: Language Arts
Grade Level(s): 5th

Content Standard Addressed:

ELAGSE5RL4: Determine the meaning of words and phrases as they are used in a text, including figurative
language such as metaphors and similes.

Technology Standard Addressed:

3- Knowledge Constructor

Selected Technology Tool: Discovery Education

URL(s) to support the lesson (if applicable):

https://www.brainpop.com/english/writing/idiomsandcliches/

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

Bubbl.us addresses Universal Design for Learning principles because it provides students with a visual
example of connecting concepts. Teachers and students have the capability to color coordinate concepts to
visually see the relationship between bubbles. The website automatically assigns linking bubbles a color to
demonstrate how they relate. This website is extremely useful for students who have difficulty with
organizing and brainstorming their ideas. Students can easily create graphic organizers and improve their
organizational skills. Bubbl.us also allows teachers and students to attach links for additional resources, this is
extremely useful for students who need further assistance.

Lesson idea implementation:

The teacher will begin the lesson by showing a five-minute video about idioms and clichés from BrainPop.
Afterwards, the teacher will conduct a short review, and ask students which idioms were mentioned in the
video and their meanings. As students answer, the teacher will write the idioms on a large piece of chart
paper along with a drawing. The drawing will help students associate the words with an image. Once the
teacher feels that the students have a grasp with idioms, they may continue onto the Bubble.us activity. The
teacher will project their finished graphic organizer as an example before having the class complete one
together.
Ask the students if they have heard other idioms, and use their responses to fill each bubble in the graphic
organizer. Teachers are encouraging student participation and assessing their understanding. Use at least two
or three different idioms, and demonstrate how to connect them from the definition of an idiom. Then have
the students record their interpretations of the meaning of the idiom. After completing the classroom idiom
graphic organizer, the students will have the opportunity to create their own bubble map. Students will pick
three different idioms that were not mentioned or used, and must use Bubbl.us to complete their own bubble
map.

Spring 2018_SJB
 Beyond-the-Basic Productivity Tools (BBPT)
Reflective Practice:
The students have the opportunity to choose the idioms they want to include within their Bubbl.us
organizer. Another benefit is that students are learning content and improving their organizational skills. I
planned for the teacher to implement this activity as a closing project, and formative assessment to evaluate
their understanding of the lesson. The students would need access to a computer or laptop to log on to
Bubbl.us. However, I would have students download their graphic organizer and convert it to a PDF. Students
may add this organizer to their Language Arts journal.

Spring 2018_SJB