Pre service Teachers Name: Tanya

Mentor Teachers Name: Robin

School: Hallam PS

Year level: 3/4

Lesson Focus: Idioms
Lesson Time and Date: Tuesday 19th April, 2016

Lesson Duration: 1 hour

Learning Outcomes (What do you want the students to learn in this lesson? i.e. what new
Knowledge/understandings, Skills, Values and attitudes will they be able to demonstrate?)
To understand that idioms are not literal
To be exposed to a range of idioms
To
Links to curriculum (use appropriate curriculum framework e.g. AusVELS,
Victorian/Australian curriculum)

English / Level 3 / Literature / Responding to literature

Draw connections between personal experiences and the worlds of texts, and share
responses with others
discussing relevant prior knowledge and past experiences to make meaningful
connections to the people, places, events, issues and ideas in the text

English / Level 3 / Literature / Examining literature

Discuss the nature and effects of some language devices used to enhance meaning and
shape the readers reaction, including rhythm and onomatopoeia in poetry and prose
Students Prior Learning (What has already been taught/learned about this content/skill?)

Teaching and Learning Preparation (What resources will you need to prepare?)
Butterflies in my Stomach and Other School Hazards by Serge Bloch book
Whiteboard + whiteboard markers
Paper for students to draw on

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Teaching and Learning plan

Lesson Phase
Orientation /Introduction
How will you motivate and
explain the learning intention
of this lesson?
What kinds of questions
might you ask?
This should link to prior
learning experiences.

Today we are doing to doing idioms.

Tell the class that I have butterflies in my stomach.
What does that mean? Do I literally have butterflies flying around in
my stomach? Why do you think I said it then? Based on my
example, what do you think idioms are?
Idioms = phrases that arent literal/exactly what they mean. They
usually mean something else.
Sometimes idioms are a more casual way to talk about an idea, but
usually, its because theres no other way to describe it. For
example, when youre super super happy, and you cant contain
your happiness, youre on top of the world. You wouldnt really say
to someone, Im really really really really really happy, but if you
said the idiom, theyd know what you mean.
Do you know any other idioms and their meanings?
Read Butterflies in my Stomach and Other School Hazards.

Teaching strategies/
Learning Activities
What strategies will the
students be engaged in to
achieve the learning
outcomes?
How will you cater for a
diversity of learning needs?
How will you manage
transitions between various
lesson phases/activities?
What kinds of questions might
you ask?
What formative and/or
summative assessment
strategies will be used in this
lesson?

Conclusion /Closure
How will you capture the
main ideas of the lesson?
What kinds of questions will
you ask?

Brainstorm idioms that we heard in the story on the board.

Brainstorm other idioms.
Explain that we are going to create our own book of idioms
What they have to do:
1. Choose an idiom (or I can choose one for them?).
2. Split page in two
3. On the top of the page, write what the idiom is.
4. On the left, draw the LITERAL meaning of the idiom (model
on board its raining cats and dogs).
5. On the right, draw what the idiom actually means (model
its raining really heavily)
6. Use colour .
If they are still confused as to what the idiom means, they may
consult the book, ask a friend, or come and ask me.

Sit in a circle and a couple of students can explain their idioms.

Reiterate that idioms are NOT literal meanings of phrases.
[If time permits]
Get students to give an example of another idiom (other than their
own) before they pack up/line up/move onto next activity.

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Also consider:
What processes and data will
you use to see if/ what
students learned?
How you will you record
student learning outcomes?
How will you include the
student voice in assessment?

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Pre-service teacher self-assessment

Needs Improvement
Aspect of the lesson

Progressing
How would you assess
yourself?

Achieving Well
Comments

Introduction to the lesson

Planning & organisation of
materials, resources
Communication with students;
explanation, questioning skills
etc.
Selection of learning activities
Monitoring/assessment/feedback
of student learning throughout
the lesson
Conclusion of lesson; transition
to next lesson/session
Overall quality of the lesson

Reflection
What do you think was successful about this lesson? Why?

What could have been improved? What strategies might you use in the future based on
your learning from this lesson?

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Mentor Teachers Feedback

Aspect of the lesson
Introduction to the lesson

Your assessment

Comments

Planning & organisation of

materials, resources

Communication with
students; explanation,
questioning skills etc.
Selection of learning
activities

Monitoring/assessment &
feedback of student
learning throughout the
lesson
Conclusion of lesson;
transition to next
lesson/session
Overall management of
the lesson

Any other comments: (including learning goals for next teaching activity)

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