Idioms and Multiple Meaning Words

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SWBAT analyze, define and use words with multiple meanings.

Big Idea

Students analyze songs, prose, and poetry to determine the connotation and denotation of words.

Advanced Organizer

10 minutes

To get the students motivated in learning about idioms and words with multiple meanings, I am going to use a song lyric. 

I will first provide the students with the Interactive Notebook Notes Template.  I will have the students cut out the song lyric as well as the definition and glue them into their spiral.  To keep this task manageable, I set a timer.  I have found that allowing the students 7-10 minutes is plenty of time. 

Once the templates are glued into their spiral, I will project the song lyrics onto the board and use it to introduce idioms. 


25 minutes

Most 6th grades are familiar with idioms.  This part of the lesson is to refresh their minds and to fill in any gaps the transition to using the Common Core Standards has created. 

I will begin by projecting the song lyrics to Adele's "Rolling in the Deep" onto the board.  I chose this song because it is popular and most students are familiar with it.  Also, it uses idioms!

I will first review the definition of idioms, reading off the notes they have in their interactive spirals.  I want the students to have that definition and understanding of idioms before asking them to analyze idioms in text. 

Next, displaying the song lyrics, I will read through, underline, and take notes on the idioms used in the song.  I will be modeling this piece, so the students will be underlining and taking notes as I do.  This will provide them with a model to use later when working on their own. 


Guided Practice

10 minutes

Next, I will display the Idiom Power Point and go through the slides.  This will review and provide an opportunity for the students to practice analyzing idioms and words with unknown meanings. 

I will have the students follow along, stopping to discuss connotation and denotation of words.  I will write down the definitions of both.  

Next, we will practice analyzing idioms and identifying what context clues helped us understand what the idiom means.  A lot of students do not have the experience with many of the idioms used in our language today and they need to rely on context clues to define or understand the connotation of the phrase. 

I will go through the entire power point and allow them 10 minutes at the end to work with their group to create a list of other words used that have multiple meanings.  We will then share or report out the list. 

Independent Practice

15 minutes

The students have all had some exposure to working with idioms, I want to refresh the skill and push them a little bit with the text. 

I will hand out the Idiom Handout and allow the students time to work on this independently.  As they are working, I will monitor and check for understanding. 

Once they finish, I will have the students complete aStand Up, Hand Up, Pair Up to check their answers.  This will get the students up and moving and allow them to check their work. 


7 minutes

To help the students process their learning and to provide me with an assessment of their understanding, I will have the students complete a Closure Slip

In order for students to really gain the appreciation for figurative language, the students need to see the value in using it.  I ask them to explain why author's use idioms in their writing.  Once the students see the deliberate choices author's make when crafting, it can greatly affect their own writing.  

I am expecting the students to do well with this closure.