Long Form Lesson Plan Format A

School of Education
The College of New Jersey

1. Title or Topic of the Lesson and Grade Level

Figurative Language (Idioms) - 3rd grade

2. Lesson Essential Question(s): Write an overarching question that best frames the
understanding you want your students to develop.

● Can students identify the use of idioms in a piece of text?

● Can students create their own sentences using an idiom?
● Can students understand the meanings of different idioms?

3. Standards: Identify the appropriate local or national standards that you will assess in this
lesson.

● CCSSL.3.5a Distinguish the literal and nonliteral meanings of words and phrases in
context (e.g., take steps)
● CCSSL.4.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings

4. A. Learning Objectives and Assessments: Write a sentence for each of your desired
learning outcomes. These must be written in observable terms and be accessible. These must
also correlate to the NJCCC Standards addressed above.
B. Assessments: Describe the assessments you will use to measure student progress towards
or success in attaining the learning objectives. You may include homework assignments.

Learning Objectives Assessments

● Students will be able to identify ● After I show the students some

idioms within a text examples of idioms on the Google
Slide PowerPoint, I will tell them
to open their reading workbooks
and turn to a specific page in the
book Stink and the Freaky Frog
Freakout. On this page, there will
be two examples of idioms. I will
ask students to read the page out
loud, and then I will ask them to
identify the idioms that they read.
Once they identify those idioms,
we will discuss what those idioms
are actually saying.
 ● Students will be able to explain the
meanings of different idioms in a
sentence
● Students will be able to create their
own sentences using an idiom
5. Materials: List materials/resources you and the students will need to teach/learn this lesson.
● Google Slides Powerpoint
● Idiom matching activity
● Idiom independent worksheet
● Post-it notes
● Scissors
● Glue
● I will put the students into
different pairs and have them
work together to match the
meanings of different idioms to
the idiom. I will tell them that
they should work together and
talk through what they think the
different idioms mean. I will walk
around the room and offer
assistance as they work on the
activity
● Once the students are finished
working with their partners on the
matching activity, I will have the
students complete an independent
worksheet. They will read
different sentences that have
idioms in them and try their best
to write the meaning of the
sentence. I will walk around and
check their papers when they are
finished.
● To wrap up the lesson, I will give
each student a Post-it note and tell
them to come up with their own
sentence using an idiom we talked
about during the lesson, or an
idiom that we haven’t talked
about. When they are done, I will
have them put their Post-it note
with their idiom sentence on the
board.
6 . Pre-lesson assignments and/or prior knowledge: Describe the prior knowledge that you
believe your students bring to the lesson. This may include relevant background knowledge,
possible misconceptions, or prior lesson content. Consider student readiness.

The students have already briefly been introduced to figurative language and the different types

of figurative language. The day before this lesson, the students reviewed the different types of

figurative language and identified a few examples of figurative language in the book that they

are reading as a class. This lesson will review those topics that they have talked about previously

and will build off of those concepts and go more in-depth about idioms. They should be able to

complete each of the activities that I will have them do because of the prior knowledge they

have, as well as the knowledge they will learn during the lesson.

7. Lesson Beginning: Describe the activity you plan to use to focus the learners in this lesson.
How will you engage and motivate them? This activity may serve as an informal assessment
(examples include homework review, brainstorming, writing prompts, etc.)

To begin this lesson, I will play a video for the students about idioms. This video will review

what an idiom is and why we use them. It will also provide the students with a bunch of new

examples of idioms and what they actually mean. This will hopefully keep the students engaged

because it’s not only a video, but it is also a song. Even though the video is catchy and a fun way

to learn about idioms, it also provides a lot of good examples and information about this type of

figurative language. After they watch the video, I will continue going through the Google Slides

PowerPoint, and review and reinforce what the video explained.

8. Instructional Plan: Break down the activities by giving a detailed description of what you
and the children are going to do in each part of the lesson. Consider how you will engage
students in the learning activities.

I will first start this lesson by opening up my Google Slides presentation. I will then tell the

students that we are going to be talking more about idioms today. I will then start the video for
them that will go over what an idiom is and provide different examples of idioms in sentences

and what they actually mean. After that, I will go over what an idiom is and explain to them

ways that they can figure out what an idiom is. Once we talk about that, I will start showing them

different examples of idioms and the meanings of those idioms. We will look at 4 examples

together and then I will have the students try to figure out the meaning of an idiom on their own.

Once we do that, I will tell the students to open up their My Book and turn to a specific page in

the book, Stink and the Freaky Frog Freakout. On the page that I am having them turn to, there

will be 2 different examples of idioms. I will first call on students to read the page, then I will tell

the class to look at the specific paragraph that has the idiom in it. I will ask them what they think

the idiom is in the paragraph. Once they identify the idiom, “they cracked themselves up,” I will

ask them questions like "What do you think the author is actually trying to say?” “Did they

actually physically crack themselves?” “What does it mean to crack up?” After discussing that

idiom, we will go through the same process with the other idiom on the page. Once we finish

identifying and talking about the idioms in the book, I will tell them that I am going to give them

an activity to do with a partner. I will explain the directions first, and then I will put them into

pairs and give them a spot in the room to work on the activity. When they finish the activity, I

will check their work and then tell them to go back to their seats. At their seats, I will have an

independent worksheet that I want them to complete. I will walk around the room to offer

assistance and check their work when they are done. After everyone finishes their work, I will

tell them that we are going to wrap up the lesson by writing our own sentences using idioms. I

will put different examples of idioms on the board that they can reference if they are not sure

what idiom to use in their sentence. Once they write their sentence, I will have them put them on

the board. If time allows, I will read out some idiom sentences they wrote.
9. Questions: List key open-ended questions you are going to pose in each activity. Consider
Bloom’s Taxonomy as you write your questions.

● What is an idiom?
● What are some ways you can figure out what an idiom means?
● What are some idioms that you have heard before?
● Why do people use idioms in their writing?

10. Differentiation: Explain how you are going to make this lesson work for the range of
students you have in your class. Describe the different ways that you will provide input and
differentiate instruction to give students access to the content. Describe accommodations and
adaptations you are going to make for specific students with special needs. Identify extra work
that you will give to early finishers.

● Instructions for each activity will be repeated as necessary

● Extra support will be provided as needed during the activities and independent work
portion of the lesson
● I will have different examples of idioms on the board while the students are writing their
own sentences, so students can use them if they cannot think of an idiom and need
assistance

11. Classroom Management: Consider strategies such as grouping, distributing materials, and
identifying potential behavioral problems.

● If students become distracted or are not following directions, they will be reminded of the
expectation that they are listening and paying attention to the teacher
● The voice level light will be turned on to the corresponding voice level that I want them
to be using during the different portions of the lesson
● Students will be given explicit instruction to limit any confusion during the lesson

12. Transitions: Describe how you will transition and make connections between activities.

● Between each part of the lesson, the students will be given direct and clear instructions
about what will happen so that they do not have difficulty transitioning between activities
● I will remind the students of the expectation that they are quiet when we transition from
one activity to the next
● When students are moving around the room for the partner activity, I will remind them
that they need to be quiet during that time

13. Closure: Describe how you will bring your lesson to a meaningful closure that summarizes
the lesson and provides you with information on what your students have learned.
To finish up this lesson, I will hand out a Post-it note to each student. I will tell them that I want

them to try and use either an idiom that we have talked about that day, or an idiom that they have

heard before, to write their own sentence. I will also have some suggestions for different idioms

written on the board that the students can use to make their own sentences. I will first write my

own example sentence using an idiom and then tell them to try it on their own. Once they are

finished, I will tell them to stick their Post-it note on the board. If we have time, I will read some

of the sentences that they wrote.