Abby Gajewski

Abby Gajewski

EDU578

Dr. Giandomencio

October 27, 2009

Onomatopoeia Lesson

Set:

·  When students enter the classroom, a power point will be on the board with a definition of onomatopoeia.

·  Students will have time to read over the definition and think of words that relate to this definition.

·  Students will be asked to give examples of where they have seen onomatopoeia.

Objective:

·  The learner will write the correct definition of onomatopoeia and recognize onomatopoeia in literary works.

Purpose:

·  Students will be able to locate onomatopoeia in different types of literary works.

·  Students will see that by using onomatopoeia, writers can make their pieces stronger.

·  Students will recognize that onomatopoeia can be found in cartoons or comic strips.

Input:

·  I will illustrate a power point that shows the definition of onomatopoeia and give examples of its usage.

T1:

·  As a class we will read the definition of onomatopoeia.

·  After explaining the definition, ask the students if they can think of any examples of words that fit this definition.

·  After they have given some ideas, show a list of examples on the board.

·  Ask the students for their opinions: can they think of anything they have read that contains onomatopoeia?; are there any TV shows that use onomatopoeia?; can they make up any of their own onomatopoeia words?; why do they think poets and writers use onomatopoeia?

T2:

·  Students will read over the first stanza of the poem, “The Bells” by Edgar Allen Poe, to themselves. They should underline any word that they think fits the definition of onomatopoeia.

·  After the class as read the first stanza, we will look over the first stanza together.

·  Volunteers will voice what they thought was considered onomatopoeia and why.

·  Students will then get into groups of three or four to finish reading the poem and underlining onomatopoeia words.

·  When each group is finished, we will gather back together as a class and create an analysis on the words that were found.

T3:

·  For homework the students will read two other poems, “The Highwayman” by Alfred Noyes and “Honky Tonk in Cleveland, Ohio” by Carl Sandburg.

·  When reading these poems they will need to underline the words that fit the onomatopoeia definition.

·  At the end of each poem they will write a couple of sentences as to why they think the author used onomatopoeia and how the poem was enhanced by using onomatopoeia.

·  The poems will be turned in tomorrow at the beginning of class.

Closure:

·  What is the definition of onomatopoeia?

·  What are key words to consider when looking for onomatopoeia?