K. Aden/UNO

Onomatopoeia Lesson Plan - Adapted from a lesson on Bright Hub:

Grade Level: 3

Standards – State and District (OPS)

LA 3.1.3 Students will use knowledge of phonetic and structural analysis to read, write, and spell grade-level text.

a. Use advanced sound/spelling patterns to read, write, and spell

b. Use word structure to read text

LA 3.1.4 Students will develop accuracy, phrasing, and expression while reading grade level text.

b. Read words and phrases accurately and automatically

c. Demonstrate conversational tone and use of punctuation to reflect meaning of text

LA 3.1.5 Students will build literary, general academic, and content specific grade level vocabulary.

b. Relate new grade level vocabulary to prior knowledge and use in new situations

LA 3.1.6 Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.

d. Identify literary devices and explain the ways in which language is used (e.g., onomatopoeia)

LA 3.2.1 Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate to grade level.

a. Use prewriting activities and inquiry tools to generate and organize information

d. Provide oral and/or written feedback to other writers; utilize others’ feedback to improve own writing

f. Publish a legible document

LA 3.3.1 Students will develop and apply speaking skills to communicate key ideas in a variety of situations.

a. Communicate ideas and information in a clear and concise manner appropriate for the purpose and setting

c. Utilize available media to enhance communication

LA 3.3.2 Students will develop and apply active listening skills across a variety of situations.

a. Demonstrate listening skills needed for multiple situations and modalities

b. Use information in order to complete a task

Objectives

  • Performance Objective: Before the lesson on onomatopoeia, the student will list at least 1 word that can be used as an example of onomatopoeia, which will be written on a large piece of chart paper by the teacher.
  • Performance Objective: During the lesson on onomatopoeia, the student will brainstorm at least 1 way to use the selected word.
  • Performance Objective: After the lesson on onomatopoeia, the student will write a sentence for the selected word.
  • Performance Objective: After the lesson on onomatopoeia, the student will draw a picture of their sentence, to be drawn below the sentence.

Lesson Procedure

  • Introduce myself and go over our classroom rules.
  • Explain that we are going to learn a new word today: Onomatopoeia. “What is onomatopoeia? Onomatopoeia describes words that look like the sound they make.”
  • Ask the class if they have heard or know anything about onomatopoeia. Provide students with a few examples, such as buzz, swoosh, zap.
  • Brainstorm more examples of onomatopoeia as a class. Write these words on the chart for student reference.
  • Give some common examples of onomatopoeia if students have a difficult time brainstorming: bam, bang, bing, buzz, crackle, clang, clatter, creak, ding, dong, fizz, glug, growl, grunt, gurgle, howl, hum, knock, meow, moan, murmur, neigh, oink, ping, pong, pop, plop, rattle, rip, roar, slap, smack, snap, squawk, thud, tweet, wham, whiz, whoosh, yawn, yelp, zoom.
  • Read book: City Lullaby by Marilyn Singer.
  • Write some words from the book on chart.
  • Read another book: Mr. Brown Can Moo! Can You? by Dr. Seuss. Explain to students that just like in the book, City Lullaby, onomatopoeia can be found anywhere!
  • Explain that students will get a card with a word that they will use in a sentence and draw a picture to go with it. Show my example.
  • Hand out cards with words to each student. Each card has a word written on it that is an example of onomatopoeia.
  • Model (with my card) writing a sentence including the word on the Elmo.
  • Ask students to write their own sentences then share with a neighbor.
  • Ask for 3 volunteers to share their word and sentence with the class.
  • Re-group in pairs; brainstorm a sentence using the word that your neighbor has. Tell it to your neighbor.
  • Draw a picture of own sentence.
  • Share pictures with the class.

Assessment

*See attached rubric.

  • The student will be assessed on their ability to list at least 1 word that can be used as an example of onomatopoeia.
  • The student will be assessed on their ability to brainstorm at least 1 way to use the selected word.
  • The student will be assessed on their ability to write a sentence for the selected word.
  • The student will be assessed on their ability to draw a picture of their sentence.

Resources

  • Hall Jordan, D. & Willingham, B. (2008). Clang went the cymbals: an onomatopoeia alphabet book. Battle Ground, WA: Capture Books.
  • Seuss, T. (1996). Mr. Brown can moo! Can you? Dr. Seuss's book of wonderful noises. New York, NY: Random House Books for Young Readers.
  • Shaskan, S. & Trisha. (2008). If you were onomatopoeia (word fun). Mankato, MN: Picture Window Books.
  • Singer, M. (2007). City lullaby. New York, NY: Clarion Books.

“I Can” Student self-assessment of sentences:

Adapted from Dr. Danielson

I can… / YES / NO
Read my writing to a friend.
Write something that I am proud of.
Check my work to make sure it is complete before I hand it in.

Rubric for assessment of sentences:

Adapted from Dr. Danielson’s Similie Lesson Rubric

1 / 2 / 3 / 4 / Score
Knowledge of onomatopoeia demonstrated / Shows developing knowledge of onomatopoeia / Shows some knowledge of onomatopoeia / Shows understanding of onomatopoeia / Shows clear understanding of onomatopoeia
Word choice and Voice / Uses language that is not specific, uses misused words, does not demonstrate ability to write about selected word / Uses language that is occasionally specific, uses words correctly occasionally, demonstrates some ability to write about selected word / Uses language that is mostly specific, uses words correctly most of the time, demonstrates general ability to write about selected word / Uses language that is specific, uses words correctly, demonstrates ability to write about selected word
Creativity of sentence/drawing including neatness, color, effort, etc. / Boring, vague, no creativity / Somewhat boring and vague with a little bit of creativity / Uses excitement and more creativity / Full of excitement, great creativity and ideas
Used ideas generated as well as own ideas / Few ideas used / Some ideas used / Ideas used as well as some of own ideas / Used many of own ideas

Name: ______

Date: ______

My word: ______

How I can use it in a sentence:

Picture: