Onomatopoeia Lesson Plan 4y1k1

Lesson Planning Form for Accessible Instruction — Calvin College Education Program Teacher Date

Kristen Brink 4/28/2016

Subject/ Topic/ Theme

Onomatopoeia





Grade ___3___________

I. Objectives How does this lesson connect to the unit plan? The students are learning about poetry and poetic devices including figurative language. Like other types of figurative language, onomatopoeia helps evoke emotions and images. By understanding onomatopoeia and its purpose, students will have more fun reading and writing poetry, and it can helps them describe sounds that would otherwise be difficult to find words for. cognitiveR U Ap An E C*

Learners will be able to: • • • •

Define onomatopoeia as using words that imitate the sound they make. Give at least one reason as to why poets might use onomatopoeia in their works. Identify onomatopoeia in poetry and writing. Create a comic strip, short story, or poem using several examples of onomatopoeia.

R Ap An C

physical development

socioemotional

X X X X

Common Core standards (or GLCEs if not available in Common Core) addressed: RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL 3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. • RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. • W3.4: With guidance and from adults, produce writing in which the development and organization are appropriate to task and purpose. • W3.5: With guidance and from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. • RF.3.4: Read with sufficient accuracy and fluency to comprehension. • RF.3.4.A: Read grade-level text with purpose and understanding. • RF.3.4.B: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. • RF.3.4.C: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. • L.3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • L.3.2.A: Capitalize appropriate words in titles. • L.3.2.C: Use commas and quotation marks in dialogue. • L.3.2.D: Form and use possessives. • L.3.5: Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *, understand, apply, analyze, evaluate, create • •

II. Before you start Identify prerequisite knowledge and skills.

• •

The students should know many different types of figurative language. The students should know how to find text evidence within a piece of work.

Pre-assessment (for learning): We will have a discussion of onomatopoeia and what it means. This will help me gauge how much time we need to spend on going over examples. Formative (for learning):

Outline assessment activities (applicable to this lesson)

Formative (as learning): They should be able to come with onomatopoeia sounds words to go along with pictures that I put on the screen. Summative (of learning): The comic, poem, or story that they create must contain at least five examples

of onomatopoeia. What barriers might this lesson present? What will it take – neurodevelopmentally, experientially, emotionally, etc., for your

Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction

Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats: I will give them the option to create a comic strip, a poem, or a short story.

students to do this lesson?

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

How will your classroom be set up for this lesson?

Provide options for language, mathematical expressions, and symbols- clarify & connect language

Provide options for expression and communication- increase medium of expression

Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented : For students that need to challenge themselves, they can try to add more than five examples of onomatopoeia.

Provide options for comprehensionactivate, apply & highlight We will go over what the definition of onomatopoeia is, and then we will apply it by highlighting examples in the text.

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection

Smartboard Elmo Flashcards of different animals and objects that have sounds words (i.e. popcorn, raindrops, turkey) • Comic strip • Tahquamenon Falls (25 copies) • Highlighter • Blank Comic Strips (30 copies) • Blank short story book (20) • Blank paper for poems (30) • Markers The classroom will be set up as it is normally. I will be on the side where the Elmo is while I teach, but walk around while they are doing activities to make sure they are understanding and to answer their questions. The students will be allowed to sit where they want around the room while they work on their activity page. • • •

III. The Plan Time

Components

9:15 9:18 Motivation (opening/ introduction/ engagement)

9:20

Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. • First, I will start by asking if they have • If they have an idea of what onomatopoeia heard of onomatopoeia before. is, then they should discuss it with the o If so, can someone tell me what it class. is or an example of it? • After a few people volunteer, I will explain to them that onomatopoeia is another type of figurative language. • Watch the video “Onomatopoeia” that I • I am going to put on the video will put on the screen. “onomatopoeia” on the Smartboard: https://youtu.be/f1b5kCvVBo8 • Discuss what onomatopoeia is and what examples were used throughout the video. • After the video we will discuss what onomatopoeia words were used during this video and come up with a more concrete definition.

9:22

•

•

9:28

• 9:30

9:32

Development (the largest component or main body of the lesson)

•

•

9:37 • 9:40

•

•

9:50

•

Explain that it is when authors use words that sound like the action or object they are naming. o For example, they might use the word “buzz” to describe a bee or “splat!” to describe the sound of a scoop of ice cream dropping to the floor. Tell them that we are going to practice using our own onomatopoeia words. Take out flashcards and lay them under the Elmo one at a time. Ask them what sound words they can use for that object and then call on individuals raising their hands. o For example, for a picture of a clock the students can say “RRIIINNGGG RINNGGGG” or “Tik Tok.” Discuss why we think authors choose to use onomatopoeia. o It makes it easier to explain what is happening and what is going on. o The author is able to emphasize a certain action. o It can be effective in telling a story because it can convey meaning. o It makes writing more fun and exciting to read. Explain that onomatopoeia can be used for all different kinds of writing (comic strips, books, poems, etc.). Take out the comic strip and read it to them. Ask them to identify the onomatopoeia within the comic strip. Ask them how onomatopoeia is used. o Does it make the comic strip more fun? Does it tell a story? Does it emphasize a certain action? Explain to them that it is often used in poetry as well, but that it can sometimes be harder to find than in a comic strip. Take out the example poem and have the paper ers it out. First, read the poem out loud. Then, have the students take out their highlighters and highlight the onomatopoeia words in the poem. Have them first work on it by themselves and then after a few minutes, have them go over it with a partner. After another few minutes, read the poem aloud once more, naming all the onomatopoeia words and seeing how many they can find. Ask them if they have any questions, and if not explain to them that they can either write a comic, a poem, or a short story using at least five examples of

•

Start making connections between sounds and actions or objects.

•

Participate in making up sounds for the pictures shown.

•

Brainstorm reasons why authors would choose to use onomatopoeia in their writing.

•

Look at how onomatopoeia is used in comic strips. Understand that it helps tell a story and helps describe actions using little words.

•

Follow along while the poem is being read. Highlight onomatopoeia examples in the poem, “Tahquamenon Falls.” Collaborate with a partner and see if they can find any more.

• •

•

•

Choose a comic, a poem, or a short story to write while using examples of onomatopoeia. Add pictures when done writing.

10:00

•

•

• 10:10

Closure (conclusion, culmination, wrap-up)

• •

10:15 •

onomatopoeia. Show them the comic strip templates, the booklets, and papers that they will be using for this activity. If they need help focusing on something to write about, tell them to write about their morning. When they finish they should add pictures or color it and then show me to make sure it meets the requirements. If they have any questions I will answer them and then they will be free to work on their activity. If they finish one, tell them that they have to do something else. Tell them when they have a few minutes left, and then give them time to pack up. Gather the students at the back carpet and have them share their comic, poem, or story one by one. Have the students put them in their poetry folder.

• • • • • •

Check with the teacher before continuing on. If checked, start another one. Pack up materials. Go to the back carpet. Share/read comic, poem, or story to their classmates. Put their work in their folder.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.) When I started the lesson and was about to play the video, the sound was not working. However, that was not a problem because many of the students saw the lyrics on the screen and were able to sing along anyways, in fact they were able to use their imagination more so it worked out okay. As I continued with the lesson I used the flashcards and asked them what sound words they would use to describe that object. They had a lot of fun with this activity. They were able to come up with a lot of different sound words and everyone was participating. I think it was a lot of fun for them. When I continued on and talked about the different places you can find onomatopoeia, one of those places was a comic strip. When I went over them with the class, there was a teaching moment that I missed out on which could have been really helpful if I did mention it. When distinguishing between onomatopoeia, it is important to that just because they are big words in the text, it does not make them onomatopoeia. I wish I had said this in order that I could have clarified for them and hopefully understood more. When I got to the poem, I decided to use another poem last minute because it was more grade appropriate and used a lot more familiar examples. I am happy I did because it went smoothly for the most part. Some students were arguing about how many there was exactly, but some people got different amounts so it became a big deal. I should have spent more time going over the poem and the words that could have tripped some people up, but because it was last minute, that did not happen. Next, I went into the assignment and they had three choices in which to choose from. Many of the students tried different things, and I was happy that there was such a variety. I think that the different choices made them more excited and engaged.