Lesson Plan Template for Content-Based Instruction

Teachers Name: Marianna Mercer and Heaven Snyder Date: 19 June 2017
Grade/Class/Subject: HS/Conversational English Time Period: 50 min
Unit/ Topic: English idioms Lesson Title: Idioms are a Piece of Cake!

Content Objectives: By the end of the lesson, students will (know and do):

As figurative language is so common in English, students will be able to grasp that the English language is often
culturally tied, so meanings cannot always be deduced from what is on the surface. By the end of this lesson,
students will know some common idioms and will be able to both convey and deduce the meaning of newly learned
idioms through creative communication methods: description through various vocabulary, body language, and team
negotiation of meaning. Comprehension through this activity will be assessed through individually created sentences
or drawings.
Language Objectives:
Form
Function
(grammatical term and/or example, eg. Past Tense: The boy went to
(in ing form, eg. Retelling a story )
see his grandfather;)
1) explaining, describing common English idioms Using synonyms, circumlocution
through words

2) nonverbally communicating common idioms Using gestures

3) writing using figurative language Sentences involving idioms, eg. I stayed up all night so I
cant wait to hit the hay.
Review Vocabulary New Vocabulary Signal Words
(vocabulary that may need to be taught or
(previously taught vocabulary that students likely (new vocabulary to be explicitly taught that is
emphasized that link concepts in meaningful
need review of) critical to an understanding of the content)
ways, such as conjunctions and time markers)

Review idioms that they know Definition of idiom, figurative, Figurative

1) Korean idioms (e.g. time is and literal Literal
money, we are in the same 16 new idioms Hay
boat Goose Chase
2) Break a leg, piece of cake,
etc.

By the end of the lesson, students will (do X function using Y form with Z vocabulary):

By the end of the lesson, students will understand the definition of idiom, know new idioms, creatively retain meanings, and will be
able to individually showcase them in sentences or drawings.

Special Cross-Cultural Considerations: Include here anything relevant to culture that you will either incorporate as
part of your lesson or that you need to be attuned to in terms of your students background to ensure a lesson that is
culturally responsive.
We will incorporate specific examples of Korean idioms such as time is money, crocodile tears, etc.

We will also expand on certain vocabulary such as hay to help them better understand the concept.

We will use the example of a BTS fan at an EXO concert to help illustrate a wild goose chase

We will use a music video with a song that they are familiar with.

Materials: Include here all the materials that you need, including textbook titles and the page numbers you will
refer to.

Cups, color coded slips of paper with written categories, PowerPoint presentation, blank paper for student creations,
candy or stickers for prizes

Lesson Sequence: This may be adjusted as necessary to accommodate unique lesson plan features. For each
step, explain what the teacher will do, the expectation of what the students will do, and how long the stage should
take.

I. MOTIVATION: Describe how you will build content background and introduce the specific language functions/forms that
you will target.

TIME: 10 min
The teacher will(specifically what the teacher does) The students will (specifically what the students should do
in response to what the teacher does)
-Say hello, brief with warm-up questions
-Introduce the topic of idioms -Share idioms in English or Korean with the class if they know
-Ask about Korean idioms any
-Define figurative and literal -repeat the terms and idioms after us, and respond to
-Show Bad Blood Video questions
-Proceed to idioms and explain them through PowerPoint
and exemplified scenes and sentences
-Have the students repeat
-Pause on idioms to start Round 1
-After Round 1 Introduce new idioms
-Have the students repeat
- Introduce Round 3 and have groups remain in their
places
- Monitor Round 3

Formative Assessment (How will you gauge whether or not students are connecting to the background the teacher is providing?):

Gauge how students respond to questions and if they are familiar with the concept
Examine participation in the game and if students are utilizing definitions to complete the rounds successfully and
efficiently

II. PRESENTATION: Describe the specific techniques you will use to make your presentation of new content and linguistic
material comprehensible to students, to provide opportunities for interaction through appropriate questioning, to engage learner
strategies, and to assess whether or not students are getting it.

TIME: 10 min
The teacher will(specifically what the teacher does) The students will (specifically what the students should do
in response to what the teacher does)
-The teacher will present Bad Blood video to Students will repeat and answer questions regarding the
demonstrate idioms idioms, and contribute new idioms if they know any.
- The teacher will act out various idioms and use them
in conversational language so the students can
understand
-The teacher will include the students in the discourse,
asking if they sleep on hay, break a leg, etc.
-The teacher will use visual aids such as engaging
images and animation to help with comprehension
-The teacher will review idiom slides to gauge
understanding/retainment

Formative Assessment (How will you gauge whether or not students are comprehending/using the targeted language forms as
presented?):
Student answers and feedback/reactions

III. PRACTICE/APPLICATION: Describe the activities you will use to allow for meaningful practice targeting the lessons
objectives, the learner strategies you will engage, and the formative assessment you will provide to gauge whether
or not students practice is moving them along closer to the target)

TIME: 20 min
The teacher will(specifically what the teacher does) The students will (specifically what the students should do
in response to what the teacher does)
Clarify groups 1, 2, 3, 4, 5, & 6 Students will listen to the rules and watch the
-Explain rules and demonstrate how to play demonstration
-Set timer, say go, start timer Students will take turns reading a slip and describing the
-Walk around the room and assess students idiom to their teammates, the team will guess the idiom.
understanding of the game, encourage participation, help Students will respond to the timer
maintain energy Students will stand up to combine groups and begin round
-If teams finish early, tell students to count slips of paper 2.
completed Students will act out an idiom with a partner in front of
-If teams dont finish early, turn off the timer and
their combined groups, teammates will guess the idiom.
announce that the round is over
Students will take their seats for the last activity.
-Congratulate teams on successes and move to second
group of idioms
-Explain Round 2
-Combine groups 1&2, 3&4, 5&6
-Add new idioms into the cups
-Set timer, say go, start timer for Round 2
-Encourage groups throughout the classroom, monitor
their games to ensure the following of the rules
-If groups finish before the timer, wrap up the game. If
not, announce the ending with the finality of the timer
- After review of idioms introduce Round 3 and have
groups remain in their places
- Monitor Round 3
- Wrap up game, congratulate teams!

Formative Assessment (How you will gauge whether or not students practice is moving them closer toward achieving the objective
in a meaningful way?)
Teachers will observe the students describing and acting out idioms during rounds 1-3.
EXTENSION: Describe the student-centered activities you will use for students to further apply language skills toward
greater mastery of the targeted content and language objectives, either independently or with a group. This should be an
opportunity for developing higher-order thinking skills and using language in communicative ways.

TIME: 10 min
The teacher will(specifically what the teacher does) The students will (specifically what the students should do
in response to what the teacher does)
Students will participate and respond to the review orally.
- Wrap up game, congratulate teams! 1st grade will draw an idiom of their choosing, 2nd grade
-Have students return to original groups at tables will write a sentence including an idiom.
-Review idiom slides and ask students to give meanings
of each
-Encourage the repeating of each idiom
- Pass out pieces of paper
-Instruct students to illustrate their favorite idiom (1st
grade)
-Instruct students to illustrate their favorite idiom and
write a sentence including it (2nd grade)
-Have students exchange creations for stickers at the end
of class and say goodbye!

Summative Assessment (Describe the ways in which you plan to determine whether or not students achieved the content and language
objectives for the lesson. Be specific in terms of not only what the students will do to demonstrate their knowledge and skills, but how you will evaluate
what they produce.):

Each student will illustrate an idiom. Second graders will write a sentence incorporating an idiom to complement the
drawing. Students will also participate as a class in saying the meaning of the idioms we taught in a rapid fire review
session near to the end of class.