Reading Between the Lines: Making Inferences About Idioms

Subject: Language Arts
Grades: 4-6

Overview
Idiomatic expressions are a great way to give students practice with inference skills. In this lesson plan, students practice using prior knowledge and textual information in order to infer (or guess) the meaning of idiomatic expressions.

Objectives
Students will:
· Learn the definition of “idiom”
· Identify idioms in passages
· Infer the meaning of unknown idioms through prior knowledge and textual information
· Write sentences that provide textual clues to the meaning of unknown idioms

IRA/NCTE Standards for the English Language Arts
Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Standard 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Materials Needed
· WordTeasers: Idioms

Getting Started
Write the following sentence on the chalkboard:

The cowboy rode into the sunset.

Call upon a volunteer to read the sentence aloud. Then ask: “What do you think the cowboy was riding?” (A horse.) Why is that a good guess? (Because cowboys usually ride horses.) Could the cowboy be riding a motorcycle into the sunset? (Maybe. But cowboys generally ride horses.)

Next, ask: “What direction was the cowboy riding?” (West) How do you know? (He was riding into the sunset and the sun sets in the West.)

Finally, ask: About what time of day was it? (Late afternoon; early evening.) How do you know? (The cowboy was riding into the sunset.)

Tell students that in answering these questions they used information they already knew about cowboys and about where the sun rises and sets. They were able to make a good guess or infer the answers to the questions based on this prior knowledge.

Development
Write the following idiomatic expression on the chalkboard.

Alex does not mince words.

Ask the class if they know what it means to “not mince words.” Allow time for students to tell what they know about the idiomatic expression.

Next, write these two sentences on the chalkboard.

Alex always says exactly what is on his mind. He does not mince words.

Again, ask students what they think it means to “not mince words.” (To say exactly what you think, even if it upsets other people.) Did the first sentence in this passage help students understand the meaning of “not mince words”? Why or why not?

Tell students that the phrase “not mince words” is an idiomatic expression. An idiom is a phrase that means something other than what the individual words might suggest. When students come across an unknown idiomatic expression, they can often guess (or infer) the meaning from the rest of the passage. Distribute the activity sheet to the class. Give students time to complete the worksheet. Then discuss each passage with students? How were students able to infer their answers?

Activity Worksheet
Directions: When you read a story, you often find clues that make it possible for you to make a good guess about words or phrases or facts that are not stated in the story. This is called making an inference. Read each passage below. From what the passage says, determine the meaning of the idiomatic expression in bold. Check the correct answer.

1. Whenever anything goes wrong, Ted gets very upset, while his friend Esai rolls with the punches.

What can you infer about Esai from this sentence?
_____ (a) Esai gets into a lot of fights.
­­­­­­­­­­ _____ (b) Esai is ten years old.
_____ (c) Esai usually takes things as they come.

2. Cassie can’t keep a secret. Whenever there is a surprise birthday party for someone, she always seems to spill the beans.

What can you infer about Cassie from this passage?
_____ (a) Cassie is clumsy and if always knock over the cake.
_____ (b) Cassie’s friends are planning a birthday party for her.
_____ (c) Cassie often tells or reveals secrets.

3. Eric is really two-faced. He says nice things about you when you’re together but always disses you when you’re not around.

What can you infer about Eric?
_____ (a) No one likes Eric.
_____ (b) Eric is phony.
_____ (c) Eric is clumsy.

4. Whenever it’s time for recess, Juan always jumps the gun. He runs to the door before the bell rings.

What can you infer about Juan?
_____ (a) He often does things before he should.
_____ (b) He jumps up and down when it’s time for recess.
_____ (c) He doesn’t like school.

5. Brittany is feeling down in the dumps. She got to school late. She got a bad grade on a math test, and her best friend is mad at her.

What can you infer about Brittany today?
_____ (a) She watches a lot of television.
_____ (b) She doesn’t like math.
_____ (c) She is sad and unhappy.

Extension: Distribute WordTeasers: Idioms cards to students. Challenge them to write a statement using an idiom. Then have them write one or two other sentences that provide context clues to the definition of their idiomatic expression. For example:

Statement 1. Gary wants to bury the hatchet.
Supporting Statements: Gary was mad at Nicole, but since she apologized he is ready to bury the hatchet.

Have students read their first statement out loud. Does the class know the meaning of the idiom in the statement? Now have them read their second passage. Can students infer the meaning of the idiom now?

Next Week: Vocabulary Skills for High School Students with WordTeasers: College Prep

Source: WordTeasers: Idioms — an educational game designed to get kids talking, laughing, thinking, writing…and improving language arts skills. Ages 9+ .

Available at SchooDoodle.com.

Because We Love Idioms: A Cause and Effect Lesson Plan

Subject: Language Arts
Grades: 4-6

Overview
Students use idiomatic expressions to develop a better understanding of cause and effect relationships and hone critical thinking skills.

Objectives
Students will:
· Learn the definition of “idiom”
· Demonstrate their understanding of cause and effect relationships, using idiomatic expressions
· Improve their critical thinking skills by identifying both the cause and the effect in sentences using idiomatic expressions
· Apply their knowledge of cause and effect by using idiomatic expressions in writing

IRA/NCTE Standards for the English Language Arts
Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Standard 5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Standard 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Materials Needed
· WordTeasers: Idioms
· 3 x 5 index cards

Getting Started
Write the following sentence on the chalkboard.
Sebastian studies once in a blue moon.
Ask students to tell what they know about the expression “once in a blue moon.” Have they ever heard that expression before? What do they think it means? (Something that happens or is done rarely.) Tell students that the phrase “once in a blue moon” is an example of an idiom or idiomatic expression. The meaning of an idiomatic expression cannot be determined by the individual words. Can students think of other idioms? (Raining cats and dogs; cool as a cucumber; chip on his shoulder.) Suggest other idioms from WordTeasers: Idioms and help students determine the definition for each.

Development
Next, ask students what they think will happen if Sebastian studies once in a blue moon. (He won’t get very good grades. He’ll fail the next test.) Write the following sentence on the chalkboard:
Because Sebastian studies only once in a blue moon, he failed the spelling test.
Then ask: What caused Sebastian to fail the spelling test? (He didn’t study for it. He studies only once in a blue moon.) What happened because Sebastian studies only once in a blue moon? (He failed the spelling test.)

Tell students that this sentence is an example of a cause and effect relationship. An effect is something that happens. A cause is what made it happen or why it happened. Write the following cause and effect sentence on the chalkboard.
After losing 10 games in a row, the basketball team threw in the towel.
Then ask: Why did the basketball team throw in the towel? (They had lost 10 games in a row.) What happened after the basketball team lost 10 games? (They threw in the towel.) Can students identify an idiomatic expression in that sentence? (throw in the towel) What does “throw in the towel mean”? (to quit)

Activity
Duplicate the following Cause and Effect Activity below and distribute to the class. Call on volunteers to read each sentence in the left-hand column and to identify the idiomatic expression and its meaning. Then, explain to students that the sentences in the left-hand column all state the cause or reason that something else happened. Put the letter of what happened (the Effect) from the right-hand column in the blank next to its cause or the “why” something happened.

Cause and Effect Activity
Name_______________
Directions:
Cause Effect
(1) _____Jeff felt under the weather. a. He was grumpy all day.
(2) _____Jack had a chip on his shoulder. b. The kids stayed in the house to play.
(3)_____ Sally was feeling down in the dumps. c. He didn’t go to school.
(4)_____ Jake got up on the wrong side of the bed. d. She called her bff Maria.
(5)_____ It was raining cats and dogs. e. She doesn’t watch the TV show.
(6) _____Vanessa thinks American Idol is for the birds. f. He got into an argument with his coach.

Extension
Have students combine the sentences in the left-hand column with the sentences in the right-hand column, using one of the following transitions words (or words that “signal” a cause and effect relationship).
because since due to the fact that
Finally, let students work in teams of two to come up with their own original cause and effect sentences that incorporate an idiomatic expression from WordTeasers: Idioms. Distribute 3 x 5 index cards to each team. Tell each team to write a “cause” sentence on one card and an “effect” sentence on the other. Then, mix up all of the cards and distribute to the class. Allow time for students to “pair up,” matching a cause and effect for each pair of students.

Next Week: Analogies with WordTeasers: College Prep
Source: WordTeasers: Idioms — an educational game designed to get kids talking, laughing, thinking, writing…and improving language arts skills. Ages 9+ . Available at SchooDoodle.com.

"Iamb" -- A Poet

Subject: Language Arts
Grades: 4-6

Overview
Idiomatic expressions are a great way to introduce students to rhyming couplets. In this lesson plan, students are introduced to both rhyming couplets and idioms, and then write original couplets, using idiomatic expressions they have learned.

Objectives
Students will:
· Learn the definition of “idiom”
· Learn the meaning of “couplet” and “iambic pentameter”
· Compose a couplet using an idiomatic expression

IRA/NCTE Standards for the English Language Arts
Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Standard 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Materials Needed
· (Optional) WordTeasers: Idioms

Getting Started
Write the following rhyming couplet on the chalkboard:

My mom says that my room’s a mess.
But I just shrug; I couldn’t care less.

Call upon a volunteer to read the couplet out loud. Ask students what they notice about these two lines. (The last word in the first sentence rhymes with the last word in the second sentence.) Explain to students that these two lines are called a couplet. A couplet is a type of poem with two rhyming lines. The two lines go together to make a complete thought. What does this couplet tell us about the author?

Development
Next, write the following line on the chalkboard, using the idiomatic expressing “barking up a wrong tree”:

You’re barking up a wrong tree.

Ask students if they know what the expression “barking up a wrong tree” means. (Make a wrong guess about something.) Explain to students that barking up a wrong tree is an idiomatic expression or idiom. An idiom is a phrase in English that doesn’t mean exactly what the individual words might suggest. Tell students they can think of idioms as expressions that have hidden meanings.

As a class, write a second line to form a couplet, using the sentence (and idiomatic expression), “You’re barking up a wrong tree.” For example:

You’re barking up a wrong tree.
If you think you can borrow any money from me.

Then give students time to write their own rhyming couplet, using the idiom “barking up a wrong tree.” Then, have volunteers read their couplets. Call on others to explain the meaning of each rhyme.

Activity
Distribute the WordTeasers: Idioms Challenge Cards to students (or write a list of idioms on the chalkboard). Tell students they are going to write a couplet, using an idiomatic expression. Give students time to complete the assignment. Then have each student read his or her couplet. Ask students if they can pick out the idiomatic expression in each couplet.

Extension
Tell students that there is another kind of couplet called a heroic couplet. The heroic couplet is written in a poetic form called iambic pentameter. Iambic pentameter describes a particular type of rhythm in a line of poetry. It sounds like this:

dee DUM dee DUM dee DUM dee DUM dee DUM

Or this:
good-bye good-bye good-bye good-bye good-bye

Explain that an iamb consists of two syllables, the first one short, the second one long, such as in dee DUM or in the word “good-bye” or in the phrase “I am.” Also, explain that pentameter means there are five feet or clusters of two syllables in the each line of poem. Write the following sentences on the chalkboard. Which one is an example of iambic pentameter? (My friends all say I have the gift of gab.)

It’s raining cats and dogs today.
My friends all say I have the gift of gab.
It’s time for me to hit the hay.

Can students write a second line to conclude this couplet?

Next Week: Get Ready for the SATs with WordTeasers: College Prep

Source: WordTeasers: Idioms — an educational game designed to get kids talking, laughing, thinking, writing…and improving language arts skills. Ages 9+ . Available at SchooDoodle.com.

Hidden Meanings That Tickle Your Funny Bone

Subject: Language Arts
Grades: 4-6

Overview
Introduce students to the concept of figurative language with this activity that will tickle your funny bone and help students see the “hidden meaning” behind the literal translation of idioms.

Objectives
Students will:
· Learn the definition of “idiom”
· Demonstrate their understanding of idiomatic expressions.
· Write creatively about the origins of idiomatic expressions

IRA/NCTE Standards for the English Language Arts
Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Standard 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Materials Needed
· (Optional) WordTeasers: Idioms

Getting Started
Write this sentence on the chalkboard: “It’s really raining hard.” Then call on volunteers to come up with other ways to say the same thing. (The rain is really heavy. We’re having a downpour.) See if any student suggests: It’s raining cats and dogs. (Or, if not, write that sentence on the chalkboard.) Discuss with students how they think that expression got started. (Note: You may want to refer to the “raining cats and dogs” challenge card in the WordTeasers: Idioms game box for the origin of the expression.)

Development
Tell students that there are many expressions or sayings in English that have “hidden meanings.” Then say: For example, what if you heard someone say, “Tom has a green thumb.” Would you think that Tom’s thumb really is green? Why or why not? Does anyone know the “hidden meaning” for green thumb? (Special talent for growing plants and flowers.) Where do you think that expression came from? (The green color in plants comes from chlorophyll in the plant. People who work with plants often get this green pigment on their hands.) Conclude by telling the glass that expressions like “raining cats and dogs” or “green thumb” are called idioms. These are phrases in English that don’t mean exactly what the individual words might suggest. The phrases have “hidden meanings.”

Activity
Write three idioms on the chalkboard, e.g., climb the walls, hit the hay, eat humble pie. (You might select your idioms from the WordTeasers: Idioms game box.) Have students suggest other idioms to add to the list. Discuss the meaning of each idiom with the class. Then challenge the class to select one of the idioms and write a short paragraph explaining where this expression came from or how it got started. Have students read their “origin” of the idioms to the class. Then, read the actual origin for each idiom from the back of the WordTeasers: Idioms challenge cards.

Extension
Divide the class into small groups. Give each group of a copy of the worksheet below. Allow time for students to complete the worksheet. Then call on one student in each group to read one of the sentences aloud. Do students think the answer is correct? Why or why not?

Directions: Fill in the missing word to these popular idioms.

1. Jack is so clumsy; he’s like a __________ in a china shop.
(a) squirrel
(b) deer
(c) bull

2. Before a big test, Jose always acts cool as a ________________.
(a) cucumber
(b) banana
(c) tomato

3. Hillary says that her new video game is so bad it’s for the __________.
(a) canaries
(b) birds
(c) bats

4. Maria is being very quiet about the birthday party because she doesn’t wan to spill the ________________.
(a) beans
(b) cabbage
(c) soup

5. Shannon says that the test was a piece of _____________. She knows she got an A.
(a) pie
(b) cake
(c) candy

Extension
As time permits, tell students they’re going to take the WordTeaser Challenge. Let each student draw out a WordTeaser challenge card from the game box and read the question or statement to another student. See if that student can (a) give the meaning of the idiom in the challenge card and (b) answer the challenge.

Next Week: Get Ready for the SATs with WordTeasers: College Prep

Source: WordTeasers: Idioms — an educational game designed to get kids talking, laughing, thinking, writing…and improving language arts skills. Ages 9+ . Available at SchooDoodle.com.

On the Fence with Idioms

Subject: Language Arts
Grades: 4-6

Overview
Don’t leave your students “on the fence” over idioms. Help students understand idiomatic expressions with this game of charades.

Objectives
Students will:
· Demonstrate their understanding of idiomatic expressions.

IRA/NCTE Standards for the English Language Arts
Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Standard 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Materials Needed
· WordTeasers: Idioms
· (Optional) Index cards to make your own Idiom Charades cards

Preparation
Select 30 to 40 Idiom Challenge cards from the WordTeasers: Idioms box. Be sure to select those cards with idioms that can easily be acted out. Put those selected cards in the box and set the other cards aside.

Getting Started
Write these two sentences on the chalkboard.

Alice is sitting on the fence about who to vote for in the school election.

Pete is sitting on a fence thinking about his favorite candidate, Bill.

Ask students: Where is Alice? (We don’t know.) Where is Pete? (He’s sitting on a fence.) Who is Alice going to vote for? (She hasn’t decided.) Who is Pete going to vote for? (Most likely Bill.) What is the difference between the saying “sitting on the fence” and “sitting on a fence”? (Sitting on a fence means to literally be sitting on a fence. Sitting on the fence is an idiomatic expression meaning "to be undecided.”)

Development
Explain to students that there are many phrases in English that don’t mean exactly what the individual words might suggest. These phrases are called idioms. “Sitting on the fence” is an idiomatic expression that means to be undecided or unsure of something. Tell students you’re going to play to see how many idiomatic expressions they know or can guess. It’s a game of charades. (Explain the game of charades, if necessary.)

Activity
Have students come up to the front of the room one at a time, pull out a WordTeaser Challenge Card from the WordTeasers: Idioms box (or from a box of idioms cards that you've made) and then act out the idiom (the words in bold) on the card. They can act out one word at a time or try to act out the whole idiom at once (by indicating a “picture frame” with their hands for “the whole picture” or sweeping their arms through the air for “the whole concept”). See who can guess the correct idiom. After they guess the idiom, ask the class what the idiomatic expression means. How do they think the expression got started? (See Origin on the back of the WordTeaser Challenge card for an explanation.)

Variation: For a faster, easier variation of this activity, write the idioms that you’ve selected on the chalkboard. Students can refer to this list as their classmates act out their idioms. Or divide the room into teams. See which team can guess the most number of idioms.

Next Week: Bloviate But Don’t Prevaricate — A High School Vocabulary Lesson with WordTeasers: College Prep

Source: WordTeasers: Idioms — An educational game designed to get kids talking, laughing, thinking, writing…and improving language arts skills. Ages 9+ . Available at SchooDoodle.com.

Free Teacher Lesson Plan — Getting an “Upper Hand” on Idioms

Subject: Language Arts
Grades: 4-6

Overview
Help your students get an “upper hand” on idioms with this lesson plan that challenges them to identify idioms (with an Idiom Match-up Game) and then group idiomatic expressions according to different “themes” or “topics.”

Objectives
Students will:
· Recognize idiomatic expressions
· Group idioms by themes
· Use idioms in context in writing and speaking.

IRA/NCTE Standards for the English Language Arts
Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Standard 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Materials Needed
· Set of blue and white index cards
· Magic marker
· WordTeasers: Idioms

Preparation
Prepare a set of Idiom Match-up Game Cards, using one pair of blue and white index cards for each student in the classroom. (If you have 30 students, for example, you will need 15 blue cards and 15 white cards.) On the white cards, write the first part of an idiomatic expression. For example, your white cards might include: “once in a blue…”; “hit the…”; “throw in the….” On the blue cards, they write the word that completes each idiomatic expression, e.g., you would write the word “moon” on one card to complete the idiom “once in a blue moon.”

Getting Started
Write these two sentences on the board:
BOY: I think my friend has lost his marbles.
GIRL: Maybe we should help him find them.
Call on two students to read the sentences out loud to the class. Then ask: “What do you think the boy meant when he said that his friend had lost his marbles? Do you think he meant that his friend had actually lost a bag of marbles? Why or why not? What else could he have meant?”

Development
Explain to students that there are many phrases in English that don’t mean exactly what the individual words might suggest. These phrases are called idioms. To help students begin to understand and identify different idioms, distribute the blue and white idiom index cards that you have prepared, giving one card to each student in random order. Tell students that when you say “Match-Up,” students should move around the room, trying to find the matching part of their idiom as quickly as possible. As soon as two students “match” their idiom, those two students sit down. When all matches have been made, students read their idioms aloud to the class.

WordTeasers: Idioms Activity
Make five wide columns on the chalkboard. At the top of each column, write the name of a different category of idioms, e.g., Animal Idioms, Body Parts Idioms, Food Idioms, Clothes Idioms. Give students time to brainstorm idioms for each category, e.g., Animal Idioms: bull in a china shop; Body Parts Idioms: green thumb; Food Idioms: piece of cake; Clothes Idioms: stuffed shirt. Let students come to the chalkboard to write as many idioms under each category as they can think of. Then ask them to explain what each idiom means.

Extension

Using the WordTeasers: Idioms game box, let students pull out an Idiom Challenge Card, read the Challenge to a specific classmate, (e.g., “When are you most likely to act as if you had ants in your pants?”), and see what kind of hilarious answer they are likely to get.

Next Week: One Minute Vocabulary Lessons for Every Subject

Source: WordTeasers: Idioms — an educational game designed to get kids talking, laughing, thinking, writing…and improving language arts skills. Ages 9+ . Available at SchooDoodle.com.