Onomatopoeia Unit Plan

Running head: CURRICULUM DESIGN: WRITING 1
Curriculum Design: Writing

Katie McGifford

University of New England

Education 707: Instructional Leadership

CURRICULUM DESIGN: WRITING 2

Introduction:

This writing year plan and unit was created for a grade 2 classroom in a British
Columbia school. The reasons why writing was selected is not only for the students, but
for the teachers as well. Currently, within my school, which should be noted is an off-
shore school, meaning that the school is overseas with a majority of students learning
English as their second language, students and teachers struggle with the concept of
writing. Being in a brand new school, with all first or second year teachers, there is
often a lot of confusion as to how to best to help our students.
Lets first take a look at the students. A majority of our students have spent their
earlier years attending Korean public school, which is run much differently than a
Canadian school. In a Korean school, students are not exposed to writing as much as
we are in Canada and therefore often dont know where to begin. In the Korean public
school, students focus on studying for their college entrance exam, which means they
memorize a lot of information and regurgitate it. This leaves very little time for students
to express their imagination and information in a more free manner.
In taking the time to learn Korean myself, I have learned that the Korean language
is much different than English. Not only is the Korean sentence order much different
than in English, the use of punctuation is also more limited. For example, a sentence in
Korean will start with the subject, followed by the object, and then the verb. Also,
punctuation, such as commas and quotation marks, is rarely used creating more
confusion for students as they enter a western school.
One strength that these students have when entering a western school from a
Korean school is the understanding of English grammar, especially the parts of speech.

In the past students were able to memorize grammar rules and generally speaking,
Koreans seemed to know more about grammar rules than the westerners that taught
them. Today, foreigners are located in Korea to help teach English to students from as
young as kindergarten to as old as elderly. However, grammar is not focused on as
much. The focus of Native English Teachers (NETs) in Korea is to help students better
their listening and speaking skills. Although students in the past have studied English
grammar rules to great lengths, and students of today practice their listening and
speaking, little focus has been placed on writing itself. For this reason, students are
often overwhelmed as they are asked to use their imagination and knowledge of
grammar to now create their own writing pieces.
The teachers at my school also have challenges of their own. The writing
curriculum in the British Columbia Integrated Resource Packages (IRPs) is very vague
and many teachers find it a difficult task to create writing activities that are engaging and
that meet students where they are at in their learning. Teachers who arrive in Korea for
the first time are never quite prepared to help students master the skill of writing, as
they dont understand the background of where these students came from. Currently,
many teachers feel that their writing activities are not linked in any way and do not know
if their students are benefiting from their instruction.
Upon sitting down with the primary teachers (Grade 1 through 3) it was determined
that there is no structure throughout the year in terms of writing, and that students have
not made much improvement since the beginning of the year. The performance
standards were used to assess students at the beginning of the year to see where they
were at in terms of their writing, and were completed once a month since then. When

report cards were recently distributed several teachers noticed that the students had not
made any significant improvements since the beginning of the year. It was agreed upon
that this issue should be dealt with in order to help our students become more fluent
and confident in their writing abilities.
The goal of this newly created curriculum, which was modified from what was
present before, is to help students focus on only a few aspects of writing at one time to
help them gain confidence and understanding of how to write in English. Most of the
craft elements to be taught each month were chosen as they can be used to complete
the summative assessment piece of writing at the end of the themed units to make it
more interesting. In spending some time on these craft elements, it is hoped that
students will gain a better understanding on how to take their thoughts from their brains
onto their paper. Not only that, it is hoped by focusing on one craft element at month,
that the students will have a deeper understanding of that craft element and that they
will be able to apply it to their own writing.
The use of mentor texts when teaching the craft elements was included as a main
part of the craft element lessons, as we feel that with the students limited knowledge of
them, that we should expose our students to as many good examples of the elements
we choose to teach as we can. It is our hope that if we provide students with good
examples that they will be able to recognize what good, interesting writing looks like,
and how to incorporate these craft elements into their own writing.
The focus on one specific part of grammar each month was included to help
please the parents. Korean parents still feel that grammar is so important for their child

and Im not disagreeing with them. A lot of students are very strong in this area;
however, there is always room for reinforcement and reviewing.
Curriculum Overview
For the curriculum overview please see the attached document titled Educ 707
Overview 2013-2014.

Newly Designed Unit
Guiding Questions

1. What is Onomatopoeia?

2. How can we use Onomatopoeia in our writing?

3. How do authors use onomatopoeia in their writing?


Thematic Statement

Grade two students have all had the opportunity to participate in some
sort of writing activities. These children will most likely have been exposed to
personal writing where they share their own thoughts and ideas. Most
students will most likely have been exposed to imaginative writing where
they have the opportunity to create their own stories. Furthermore, students
should also have been exposed to information writing where they share
information that they have learned or discovered by reading and researching.
However, grade two students are continuing to develop their writing skills in
each of theses areas, as well as with spelling and grammar. In further
strengthening the basic skills, students do not always pay attention to adding
description and colour into their writing, or are not taught explicitly how to
add these things into their own writing. Providing the students with an
opportunity to explore different craft elements, such as onomatopoeia, will
allow students to see how onomatopoeia can add more description into their
writing to make it more colourful. The overall purpose for studying
onomatopoeia is to help students understand that craft elements can be used
to make their writing more colourful and interesting to read.
This Grade 2 writing unit on Onomatopoeia begins with a gentle
introduction to onomatopoeia using mentor texts. Ehmann and Gayer (2009)
suggest using mentor texts as a good way to link reading and writing together.
Mentor texts offer students the ability to see different craft elements used in
an effective way to enhance the meaning of writing. Seven lessons are spent
on allowing the students to study the technique of onomatopoeia, as is

suggested by Ehmann and Gayer (2009). After the techniques have been
explored, students are provided with the opportunity to try using
onomatopoeia in their own writing. The last half of the unit is spent on
students experimenting with onomatopoeia in their own writing. Students
are gradually released of their responsibilities as they are taken through a
balanced literacy program, which begins with modelling, moves onto shared
writing, and eventually guided-writing and independent writing. The
students in this half of the unit are also guided through peer-feedback and
self-assessment in order to provide even deeper learning experiences. The
unit concludes with an authors chair where students can celebrate their hard
work and effort in writing their comics.
Through exploring onomatopoeia and comics, the students will build a
commitment to adding more interesting description to their writing to hook
their audience. The students will also build respect for other students writing
as they celebrate the efforts of others.


Intended Learning Outcome

*- Learning outcomes from the Provincial IRPs

http://www.bced.gov.bc.ca/irp/pdfs/english_language_arts/2006ela_k7_2.pdf

To Know To Do To Value

K1- Develop an understanding of
what onomatopoeia is

K2- Recognize onomatopoeia in
literature

K3- Develop the skills to use
onomatopoeia in their
imaginative writing

K4- Evaluate how technology can
be used to create comics with
onomatopoeia

K6- Recognize a comic and its
elements

K7- Develop well-developed
imaginative ideas and details*

D1- Use some features and
conventions of language to
convey meaning in their own
writing*

D2- Use strategies before
writing*

D3- Represent onomatopoeia

D4- Use writing and representing
to present new understandings
in a variety of forms (comics)*

D5- Create presentations

D6- Reflect on and assess their
writing*

D7- Use strategies to improve
their writing (peer-feedback)*

V1- Appreciate that
onomatopoeia adds colour to
writing

V2- Value that onomatopoeia is
all around us

V3- Value other students writing

V4- Value co-operative learning


Assessment Strategies

ILO Assessment Chart
K1, K2, K3,
K4, K6, K7,
D1, D2, D3,
D4, D5, D6,
D7, V1, V2,
V3, V4
Observation of Participation (formative)
Students will be assessed on their level of participation and
on their behaviour during class periods
Feedback will regularly be given to students
K1, K2, D5,
D3
Short presentations to show participation and necessary group
accomplishments (one formative, last one summative)
Students will give short reports as to group/individual
discoveries so that the rest of the class can learn from others
K3, D6, V4 Self-Assessment (Rubric)
Students will self-assess their own comic writing using the
class-generated rubric
K1, K2, K3,
D1, D2, D3,
D4
Work samples (formative)
Students will work through and complete many variations of
the above in a variety of ways (anchor charts,
representations)
K1, K3, K6,
K7, D1, D2,
D4
Learning Log/Journal (formative)
Students will be assessed on the completeness of their
journals and the overall quality of their work
Feedback should be given to students so that they have
ongoing assessment
D7, V4 Peer Assessment (Rubric) (formative)
Students will provide feedback on each others comic rough
draft
K1, K3, K6,
K7, D1, D2,
D3, D4, D6,
D7
Major Project (Rubric) (summative)
Students will write one comic using the concepts that they
have learned throughout this unit
K3, K6, K7, D2,
V1, V2, V3, V4
Anecdotal Notes
Notes will be taken on a few occasions to show growth in students
learning and abilities


Unit Time Chart

Monday Tuesday Wednesday Thursday Friday
Week
1
Introduction to
Onomatopoeia
Identifying
onomatopoeia
around us
Recognizing
onomatopoeia
in literature #1
Recognizing
onomatopoeia
in literature #2

Recognizing
onomatopoeia
in literature #3

Week
2
Book Groups
and
Onomatopoeia

Comic Groups
and
Onomatopoeia
We Are Authors
-Model Write

Allow
students to
play around
with Bitstrips
to get familiar
with the
program

Week
3
We Are Authors
-Shared Write

We Are
authors
- Graphic
Organizer
(guided or
independent)
We Are Authors
Creating a
student-
generated
rubric for
comics
We Are
Authors
Writing
comics
We Are
Authors
Writing comics
(conferencing
with students)
Week
4
We Are Authors
Writing comics
Or
Discovering
Bitstrips
We Are
Authors
Peer-feedback
editing
We Are Authors
Final Drafts
We Are
Authors
Final Drafts
We Are
Authors
Self-assess
Authors chair

LESSON PLAN


Date or Lesson Number: Lesson #1 Time: 35 minutes
Curriculum Area: Writing Grade 2 Unit of Study: Whats that Sound?
Intended Learning Outcome(s): It is intended that students will:
K1-develop an understanding of what onomatopoeia is
Assessment Strategies: How will you assess the intended learning outcome(s)?
Observation Learning Log/Journal Presentation/Performance/Oral Reports
Project Anecdotal Notes Self-assessment
Interview/Conference Rubric Work Samples
Peer-assessment Checklist Other (explain)

Materials/Preparation:
If You Were Onomatopoeia by Trisha Speed Shaskan
Computer with Internet, projector and speakers
Paper for closing activity
Introduction:
Tell students that they are going to be learning about a craft element that will help make their
writing more interesting
Explain to students that they already use this craft element in their everyday speech
Ask them to guess if they can think what it might be

Guided Learning Steps:
Explain to the students that we are going to be focusing on Onomatopoeia this month
Assure students that even if they dont know what onomatopoeia is, that the book we are about
to read will help them make a good guess
Read the book If You Were Onomatopoeia by Trisha Speed Shaskan
Ask students if they know what onomatopoeia is
As a class create the definition of onomatopoeia
Go through the book by turning the pages and ask students what some examples of
onomatopoeia are

Play the song from Youtube titled Onomatopoeia
http://www.youtube.com/watch?v=f1b5kCvVBo8

Have the kids sing along the second time

Closure:
Ask students to return to their desks with a blank piece of paper
Students will write down the definition of onomatopoeia and five examples

Modifications: How will you change the lesson to meet the needs of individual students?
Increase time, space, amount Scribe Include visuals
Decrease Oral explanation Use manipulatives
Change Peer/tutor Partner Extend
Personal Notes/Reminders/Homework/Other Considerations:
Collect the papers from students as a way to assess whether they understand what onomatopoeia is and some examples of it.
Post-lesson Reflections

LESSON PLAN


K1-develop an idea of what onomatopoeia is
V2- value that onomatopoeia is all around us

chart paper and marker
onomatopoeia anchor charts
Introduction:
Begin lesson by reviewing what onomatopoeia is and some examples that the students know
Record these on chart paper

Ask students to listen to the sounds that they hear from where they are sitting.
After a few minutes ask students to share with the class what noises they hear. If students say
a car horn ask them how they can write the sound that the car horn makes beep beep
Allow students to share a few different sounds that they hear and ask students to help you right
these sounds in words on the chart paper
Take the students outside so that they can listen to other sounds in another surrounding. The
students will try to remember some of these sounds for when they are back in the classroom
Once back in the classroom, the class will share all the noises and sounds that they heard.
These will be recorded on chart paper.
Students, with support from the teacher, will brainstorm what onomatopoeia words can be used
to imitate the sound

Assessment: Students will begin to write on their Onomatopoeia anchor charts choosing five words from
today that they like the best.

Closure:
Give students an onomatopoeia anchor chart. Have students record several different words that
they like from todays activities on their chart. The students, based on their abilities, can write as
many as they can in the time allotted. Remind students to print small because we will be adding
to these through the year.

Who will require modification?
Homework is to record in their learning log/journal any onomatopoeia words that they heard or read today after school


LESSON PLAN

Curriculum Area: Writing Grade 2 Unit of Study: Whats That Sound?
K2-Recognize onomatopoeia in literature
V1-Appreciate that onomatopoeia adds colour to writing


Diary of a Worm by Doreen Cronin
Anchor Charts
Chart Paper and markers

Introduction:
Ask students what onomatopoeia is
Ask students what some examples of onomatopoeia area
Ask where/when they might see/hear onomatopoeia

Tell the students that you will be reading a book out loud to them.
Set the purpose for the students- listen for onomatopoeia in the story
Every time they hear an onomatopoeia they need to show a thumbs up in front of them
Read the story Diary of a Worm by Doreen Cronin
After reading create a list of onomatopoeia that was used in the story and record these on a
chart paper
Discuss with students how the author used onomatopoeia in the story (was it just the dog say
ruff, ruff, or was it something more like ruff, ruff went the dog.
Discuss with students what would happen if the onomatopoeia words were taken out of the
story. Re-read the story without the onomatopoeia words in it. Ask students if it was as
interesting.

Closure:
Ask students to get out their onomatopoeia anchor charts
Have students write down 3-7 onomatopoeia words from todays read aloud that they would like
to add to their anchor chart


Collect student anchor charts to see what kinds of words they are writing down to ensure that they are onomatopoeia


LESSON PLAN


Date or Lesson Number: Lesson #4 Time: 45 mins
K1- Develop an understanding of what onomatopoeia is
K2- Recognize onomatopoeia in literature
K6-Recognize a comic and its elements
D3-Represent onomatopoeia
V1- Appreciate that onomatopoeia adds colour to writing
Peer-assessment Checklist Other

A comic such as Peanuts or Garfield that is at an appropriate level for the students
Computer with internet access and a projector
Chart paper from previous day and marker
Blank paper to draw representation of onomatopoeia
Student anchor charts
Introduction:
Play the onomatopoeia song from Youtube for students today. Have them sing along
Ask students what onomatopoeia is and some examples
Ask students what they remember about how authors use onomatopoeia in writing
Ask students how they think they would show onomatopoeia in writing
Ask students if they have ever read a comic before and what experiences they had

Show a comic strip to students that is at an appropriate level for your students
Ask them what they see in the comic strip (access background knowledge)
Ask them to think about how comic books and picture books are the same and different (different
text layouts, speech bubbles, sometimes less words, lots of pictures etc.)
Read the comic together as a class. Again, have students use thumbs up every time they hear
a word that is onomatopoeia
After reading, create a list of all the words that are onomatopoeia in the comic
Ask students how they know that these words are all onomatopoeia?
Discuss how these words are shown in the comic (they have some kind of picture to make them
even more interesting)
With students brainstorm ways that they may be able to draw onomatopoeia words (splash- a
big wave going over the word, drip-drip- the words with water drops falling from it etc.)
Have students choose one onomatopoeia word of their choice to represent with a drawing.

Closure:
Have the students place their drawings on their desks with nothing else on it.
Have students do a gallery walk to see some of the fantastic ideas the other students have
Discuss with the students what they saw any similarities, differences
Do the drawings help make the word even more interesting?
Have the students add some more onomatopoeia words to their anchor charts

If students did not have time to finish their drawings they will be completed for homework
When all the onomatopoeia representations are complete add them to the writing bulletin board for onomatopoeia




LESSON PLAN

K6-Recognize a comic and its elements

Comic different from last day that is appropriate for your students
Chart paper and marker
Introduction:
Ask students to tell you everything that they know about a comic (speech bubbles, lots of
pictures, few words, onomatopoeia etc.)
Ask students to tell you everything they know about onomatopoeia (what it is, examples etc.)

Hold up a comic for students to see (or provide them with their own copy to follow along with)
Ask students what this is (comic)
Ask students how they know that this is a comic (pictures, few words, text lay out, pictorial
representations of onomatopoeia etc.)
Before reading the comic, remind students to use thumbs-up every time they hear/ see a word
that is onomatopoeia
After reading, discuss with students what onomatopoeia words were used in the comic and ask if
these words were represented in an interesting way
Create a list on chart paper showing the words used and if/how they were represented in an
interesting way.

As a class, choose one word of onomatopoeia and elicit ways that it can be written into some
interesting text (Boom- We were outside when all of a sudden Boom went the house)
Ask students to choose another word and see if they can help brainstorm ways for it to be used
in interesting writing- record these on chart paper for future reference

Closure:
Students will take an onomatopoeia word of their choice and will try to write it into a sentence (a
group of lower level students will complete this as a guided write if they need assistance)
Students will add any new words of their choice to the anchor charts


Modifications: more time, scribe, peer tutor


LESSON PLAN

Curriculum Area: Writing Grade 2 Unit of Study: Whats That Sound?
D5- Create a presentation

Dont Let the Pigeon Drive the Bus by Mo Williems
Puddles by Jonathan London
Click, Clack, Moo, Cows that Type by Doreen Cronin
A Quiet Place by Douglas Wood
Introduction:
Review with students the difference/similarities between books and comics
Ask if onomatopoeia can be used in both books and comics and why
Review why writers use onomatopoeia

Ask students how they can recognize words that are onomatopoeia in texts (whether books or
comics) (Shown pictorially, in different font etc.)
Explain to students that they are going to be asked to form four different book groups today.
Their job is to read the story they choose together and find all the words that are onomatopoeia
together. At the end of their group work time, they will need to present their findings to the rest
of the class. This presentation can be in any form they want (verbal, pictorial etc) as long as
they can complete it by the end of class
Show the four book choices to the students and explain that all books must be used today in the
book groups. Allow students a couple of minutes to decide what book they would like to work
with today.
Point to different locations for each book and ask students to walk to the location of the book that
they want to read today. This is done to ensure that all books are used today. If one book has
no students, explain to students that some students (at least 2) need to change so that all books
are covered
Once the groups have been set, have the students sit down and determine how they are going
to go about reading the book. (Is one person going to read aloud and the others listen, are they
going to take turns reading etc.) Once this is decided they will raise their hand to receive their
book
Once the groups have their books they are to get started right away
Once the students have read the book they will create a list (one recorder) so that they will not
forget the onomatopoeia words
Students will create a presentation to present their onomatopoeia words to the rest of the class

Closure:
Students will share any new onomatopoeia words that they discovered today
Students will add these words to their anchor charts
Students will assess themselves in terms of group work


Peer Support
Can work individually if necessary
Can create groups based on abilities (different levelled texts)

The presentations will be posted in the classroom if it was in a form that is able to be put on display



LESSON PLAN

K3- Develop their skills to use onomatopoeia in their imaginative writing
D1- Use some features and conventions of language to convey meaning in their own writing
D5- Create a presentation

4 comics that are at an appropriate level for the students
Introduction:
Review with students the difference/similarities between books and comics
Ask if onomatopoeia can be used in both books and comics and why
Review why writers use onomatopoeia

Ask students how they can recognize words that are onomatopoeia in texts (whether books or
comics) (Shown pictorially, in different font etc.)
Explain to students that they are going to be asked to form four different comic groups today.
Their job is to read the story they choose together and find all the words that are onomatopoeia
together. At the end of their group work time, they will need to present their findings to the rest
of the class. This presentation can be in any form they want (verbal, pictorial etc) as long as
they can complete it by the end of class and it is interesting
Show the four comic choices to the students and explain that all comics must be used today in
the book groups. Allow students a couple of minutes to decide what book they would like to
work with today.
Point to different locations for each book and ask students to walk to the location of the comic
that they want to read today. This is done to ensure that all comics are used today. If one comic
has no students, explain to students that some students (at least 2) need to change so that all
books are covered
Once the groups have been set, have the students sit down and determine how they are going
to go about reading the comic. (Is one person going to read aloud and the others listen, are they
going to take turns reading etc.) Once this is decided they will raise their hand to receive their
comic
Once the groups have their comics they are to get started right away
Once the students have read the comic they will create a list (one recorder) so that they will not
forget the onomatopoeia words
Students will create a presentation to present their onomatopoeia words to the rest of the class

Closure:
Students will share any new onomatopoeia words that they discovered today
Students will add these words to their anchor charts
Students will assess themselves in terms of their group participation


Peer Support
Can work individually if necessary
Can create groups based on abilities (different levelled texts)

Anchor charts are to be collected today to ensure that students are writing new onomatopoeia words on it daily.
For Homework, students should take the opportunity to add some onomatopoeia into their writing in their journal. These
will be collected tomorrow for formative feedback



LESSON PLAN
K3- Develop the skills to use onomatopoeia in their imaginative writing
K6- Recognize a comic and its elements

Graphic organizer
Chart paper, markers or computer/comic making program
Introduction:
Review everything about comics and onomatopoeia with students
Ask students what they can do if they want to write their own comics
Explain to students that today you are going to create a comic and share your thinking out loud
Show a graphic organizer on the UI board.
Explain the different parts of the graphic organizer and why we need to use the graphic
organizers
Go through the graphic organizer step by step
*when recorded on the graphic organizer explain to students that it can be done using words or
drawings- just as long as its complete and accurate
Tell students where the comic is going to happen (record on graphic organizer- beach, ice-cream
shop and side-walk)
Tell students who the hero or heroine is going to be and what they look like (record on graphic
organizer- superman)
Tell students what the problem is going to be (record on graphic organizer- ice-cream fell off of
ice-cream cone)
Tell students how the problem is going to be solved (record on graphic organizer- superman is
going to come and catch it mid-fall and place it back on the cone)
What kinds of onomatopoeia words are we going to use (record on graphic organizer- grumble-
grumble, mmmmmmmm. Ahhhhhhhh, smooch, drool-drool)
What is the layout going to look like (how many boxes are we going to have etc. 7 boxes)
Now that the graphic organizer is complete, create the comic using a technology program
(bitstrips.com)
Show students the steps required using the program to create your comic and explain your
thinking as you go along
Ask students if it is okay I wanted to draw my own pictures instead (of course!)

Closure:
Ask students what steps I used to create a comic
Ask students to write on a paper strip one question they still have about creating comics
Provide fully filled out graphic organizer for students to follow along (if required)


Onomatopoeia Comic Graphic Organizer

Characters

Setting
Problem

Solution
Hero

Onomatopoeia

Layout


LESSON PLAN
K4- Evaluate how technology can be used to create comics with onomatopoeia

Computers for every student
Projector
Internet Access for Bitstrips
Introduction:
Ask students if they can use technology to help them create comics
Ask students how they can create comics
Ask students how technology can help us create writing and representations

Explain to students that technology can help in a lot of ways in creating literature. (It helps those
who cant write, but can type, it helps people who cant draw pictures for comics create their own
ideas to share etc.)
Explain to students that today they will be learning about the program bitstrips
Provide a demonstration on the teacher computer and projector on how to find bitstrips on the
internet
Have students follow
Have students watch as you go through some examples with the students (how to select panels,
layout, characters, scenes, props, furniture, effects, shapes ad outfits, how to add text bubbles
and type in them etc.)
The rest of the time students will have the opportunity to use the program to see what they can
do
The teacher will walk around and monitor students and to answer questions that they have

Closure:
Ask students to share how they did using bitstrips today
Have students write down one or two questions that they still have about using the program
Provide step by step instructions for those who need it in a handout (can add visuals as well)


LESSON PLAN

K3- Develop the skills to use onomatopoeia in their imaginative writing
K7- Understand how to create well developed imaginative ideas and details
D2- Use strategies before writing
D4- Use writing and representing to present new understandings in a variety of forms

Computer and Smartboard
Digital copy of the graphic organizer

Introduction:
Go through the questions that students wrote from the closure activity from last day and the day
previous
Discuss some of these questions with students, or explain that you will answer them later

Explain to students that today we are going to create a class comic together
Show a graphic organizer on the Smartboard.
Explain the different parts of the graphic organizer and why we need to use the graphic
organizers
Go through the graphic organizer step by step
*when recorded on the graphic organizer explain to students that it can be done using words or
drawings- just as long as its complete and accurate
Ask students where the comic is going to happen (record on graphic organizer)
Ask students who the hero or heroine is going to be and what they look like (record on graphic
organizer)
Ask students what the problem is going to be (record on graphic organizer)
Ask students how the problem is going to be solved (record on graphic organizer)
What kinds of onomatopoeia words are we going to use (record on graphic organizer)
What is the layout going to look like (how many boxes are we going to have etc.)
Now that the graphic organizer is complete, along with the students create the comic using a
technology program (bitstrips.com)
Show students the steps required using the program to create your comic and explain your
thinking as you go along
Ask students if it is okay if they want to draw their own pictures instead (of course!)

Closure:
In their writing books, students will explain the steps that authors take to create their own comics


Students hand in their writing books today to see students understanding of a comic writing process


Onomatopoeia Comic Graphic Organizers

Characters

Setting
Problem

Solution
Hero

Onomatopoeia

Layout


LESSON PLAN

K3- develop their skills to use onomatopoeia in their imaginative writing
K7- Understand how to create well-developed imaginative ideas and details
D2- Use strategies before writing



Introduction:
Ask students how they should start to make a story
Review any questions from previous days that students had about the writing process of comics

Today during literacy centers/or daily five and will participate in a guided write to ensure the
students are clear on how to fill out the graphic organizer
For the strong students who wish to fill this out at their own pace allow them to. For those
students who need extra support, provide support to them as needed
Before the students leave have them review their graphic organizer to ensure that they are okay
with the ideas and that they will remember them 2 days from now.

Closure:
Have students share their graphic organizer ideas with a partner



Onomatopoeia Comic Graphic Organizers

Characters

Setting
Problem

Solution
Hero

Onomatopoeia
Layout



LESSON PLAN

D6- Reflect on and assess their writing
D7- Use strategies to improve their writing


Blank Rubric template
Computer with smartboard
Introduction:
Ask students what makes good writing
Why do they think that these things make good writing?

Explain to students that today they are going to generate how they will be assessed for their final
comic that they will create starting next class
Show students the blank template on the smartboard
Explain each category to students (they should be familiar with these already)
Explain that there are going to be four different levels of achievement (Exceeding expectations,
meeting expectations, approaching expectations, not yet meeting expectations)
Ask students to suggest what it would look like to get a meeting expectations (if necessary show
students the performance standard rubric as provided by the ministry of education)
Then decide what it would look like to get an approaching expectations
Decide what it would look like to get a not yet meeting expectations
Decide what it would look like to get an exceeding expectations
Write the student ideas into the rubric on the smartboard
Review students the criteria of each achievement to ensure that they have a good flow from one
level to another
Explain to students that they will receive this rubric tomorrow to help them remember the
expectations for your writing assignment.

Closure:
Ask students how they can use this rubric to help them guide their writing of a comic





Performance Standard Rubric

Source: BC Ministry of Education

Class-Generated Onomatopoeia Comic Rubric

Not Yet Within
Expectaions
Meets
Expectations
Fully Meets
Expectations
Exceeds
Expectations
Meaning

Style

Form

Conventions

Onomatopoeia


Class-Generated Onomatopoeia Comic Rubric (Example)

Not Yet Within
Expectations
Meets
Expectations
Fully Meets
Expectations
Exceeds
Expectations
Meaning My story does
not have a
problem.
The ideas in my
story do not flow
together
My story has a
simple
problem.
There are
some details.
My story is a
little confusing.
There is a
problem in my
story.
There is no
solution in my
story.
There are lots
of details.
There is a
problem and
solution in my
story.
There are lots
of details.
My story is not
confusing
Style I use only short
sentences.
I do not choose
the right words
all the time.
I have no
pictures
I repeat my
words a lot.
I use mostly
short
sentences.
My longer
sentences
dont make
sense all of the
time.
I use pictures
but they dont
always
represent my
writing
I use a variety
of sentences.
Some of my
sentences
have more
than one idea
in them.
I use pictures
and they
almost always
represent my
writing

I use a variety
of sentences. I
use only one
idea in my
sentences.
I use pictures
to represent
my writing.
My pictures
always support
my writing.
Form I do not have a
beginning and
end to my story.
My setting and
characters are
not clear.
I do not use
speech bubbles
I have a
beginning and
middle to my
story.
I do not have
an end.
I tell who my
characters are
and my setting.
I dont use
details
I use speech
bubbles
sometimes
I have a
beginning,
middle, and
end.
Sometimes my
story ideas
dont make
sense.
I tell my
characters and
setting at the
beginning
I use speech
bubbles almost
all the time
I have a clear
beginning,
middle and
end.
My whole story
makes sense.
I build my story
right from the
beginning
I always use
speech
bubbles when
characters are
talking
Conventions I have lots of
errors which
make my writing
hard to read.
I dont use
sentences.
I miss letters
and sounds in
my words
I do not use
capital letters
and punctuation
I have many
errors that
sometimes
makes my
writing hard to
understand.
I use full
sentences
sometimes.
I use capital
letters and
punctuation
I have some
errors but
others
understand my
writing.
I almost always
use full
sentences.
I almost always
use capital
letters and
punctuation
I have no or
few errors.
I always use
full sentences.
I always use
capital letters
and correct
punctuation.

sometimes. correctly
Onomatopoeia I do not use any
onomatopoeia in
my writing
I use only one
example of
onomatopoeia.
My
representation
is not clear
I use lots of
onomatopoeia.
I represent
some
onomatopoeia
All
onomatopoeia
words are
written and
represented


LESSON PLAN



Blank paper for student rough drafts
Introduction:
Ask students what kind of criteria they created to be assessed on when creating their comics
Ask students how they should go about creating their draft for their comics (what steps are
necessary)

Students will spend the next three classes working on creating a rough draft of their comics.
On the first day, the teacher will provide support for the struggling writers through a guided write
On the second day, the teacher will take each student individually and conference with them to
ensure that they are on the right track and are making good progress with their comic creation.

Closure:
Teacher will ask students to share any struggles that they are having in terms of writing each
day in order to plan teaching strategies to address those challenges. Also, teacher will use this
data to plan conferencing

Guided write instead of independent write

If the students are not finished their rough drafts by the end of the third class, they should take their writing home to complete.


LESSON PLAN

V4- value co-operative learning

Rubrics
Another comic to provide feedback on as an example
Peer-Feedback Checklist
Peer-Feedback 2 Stars and 1 Wish
Introduction:
Ask students what they used during their writing process to help them create their comics
(graphic organizers and rubric)
Ask students how they can ensure their writing meets the requirements of the rubric

Explain to students that they will be providing peer-feedback in order to help each other make
their writing even better
Go over the rubric and use another comic from somewhere else to help the students understand
how to provide positive peer-feedback
Provide the students with a checklist to ensure that they have accurately completed this aspect
of the writing process
Ask students to select a partner (or select partners for the students) to work with for the peer-
feedback
The students will go through the checklist for each partner and will suggest ways (in a positive
manner) in which their partner can improve their writing
The teacher will either help those students who need assistance in the peer-editing process (if
required) or will walk around the room monitoring students and listening to the partners discuss
each others work.

Closure:
Have a discussion with students as to why peer-feedback is helpful






LESSON PLAN

Date or Lesson Number: Lesson #15 Time: 90 minutes (over 2 classes)
Curriculum Area: Writing Grade 2 Unit of Study: Whats that sound?


Computers and Internet for those students interested
Papers with the selected number of panels for students if doing the comic by hand
Introduction:
Ask students what the comics should look like at the end
Review with students how to use bitstrips
Review with students the rubric on how they will be assessed

Students will use this time to create their final copy of their comics
They can do this by using technology, or by not using technology
Teacher will monitor students to ensure they are on task and completing their work in good time

Closure:
Ask students after the first working class how much progress they made today on their comic
creation
Ask students what they enjoyed about creating their comics
Ask students what they did not like about creating their comics





LESSON PLAN

D6- Reflect on and assess their writing

Rubrics for self-assessment
Introduction:
Ask students what they have learned about comics and onomatopoeia
Ask students to share their highlights
Ask students to share their lowlights


Explain to students that they will have the opportunity to reflect on their own work today
Provide students with the rubric that you will use to assess them with
Have the students go through and highlight where they think they are on the rubric (discuss with
students the need to be honest as this is a learning tool for them as well)

Have students sit on the mat
Ask students if they want to share their comics
Explain to the students what a good, respectful audience is
Have the students that want to share, share their comics

Closure:
Have students provide positive comments about other stories using the sentence starter I like
___________________.


The comics and self-assessment rubrics will be collected for summative assessment

Differentiation

Taking into consideration that no two students are the same, I created this unit
with the intention of meeting the needs of a diverse array of learners. I tried to take the
students into account when creating this unit, therefore paying careful attention in
regards to multiple intelligences and various learning styles of students within the
classroom.
My goal for this unit is that every student has the same potential to do well in this
study of onomatopoeia and comic writing. By incorporating lessons that involve a
variety of the multiple intelligences, including: verbal, visual, interpersonal, intrapersonal
and musical, my hopes are that each student will be able to succeed. The students
should be able to find activities throughout the unit that give them an opportunity to use
their unique gifts and talents, as well as to stretch and challenge themselves in areas
which they find more difficult.
Students experience the verbal intelligence by participating in discussions, and
listening to stories read aloud. Students can experience the visual intelligence by
looking at the picture books and/or reading the literature along with the teacher. Also,
the students have the opportunity to look at different representations of onomatopoeia
to gain a better understanding of what it is. The interpersonal intelligence can be
experienced during book and comic groups, and the peer-feedback activity. Here
students have the opportunity to work with others to further their understanding. The
intrapersonal intelligence is present in this unit through the opportunities students have
to work alone and reflect on their own learning. The students have an opportunity to
ask questions that they are struggling with to help them get the answers that they need.
Finally, the musical intelligence is met through the use of the onomatopoeia song.

Students can sing along to this song and create a deeper understanding of
onomatopoeia.
Throughout the unit, students are able to view various forms of literature, including
picture books and comics in hopes that it will meet different learners with activities that
interest them. Within this unit, students are also provided with lots of choice. Students
can choose what book and comic groups they want to be in, and can choose what kind
of presentation they want to make to the class. This ensures that the students can be
creative without putting up barriers. Also, the students can choose what they want their
comic to be about. Even further, students have the opportunity to choose how they
create their representations for their comics by using either their personal drawings, or a
comic making program to create their comics.
Diversity is also present in the methods in the teaching strategies that are used. In
providing an opportunity for mentor texts to be used allows students to become familiar
with a new craft element before they have to use it. Then, following through from a
modelled write to a shared write, then to a guided or independent write shows a gradual
release of responsibilities to the students, which is at the heart of balanced literacy
(Ehmann & Gayer, 2009, p.3). This gives students the structure that they need when
they need it. For those students who feel that they need extra support, they can
participate in a guided write. For those students who feel that they can write
independently, they are able to write independently and skip the guided-write.
I recognize that within this curriculum I have not given any indication of
differentiation for those students who have a intellectual or physical disability. In such a
situation, the teacher should differentiate the curriculum and make necessary

modifications that meet the goals of the IEP of each student accordingly. If there are
students who are gifted and do not feel challenged modifications should be done in
order to keep these students engaged and interested. In order to appropriately
differentiate and meet the needs of a dynamic class, the teacher must get to know the
students and their strengths and weaknesses.
In conclusion, this unit is set up in such a way that it provides each and every child
an opportunity to succeed, provided that effort and care is properly used by students.

Professional Development and Support
In order to provide students with an atmosphere that supports, develops and
promotes talent that already exists within our school, a systematic professional
development approach needs to be taken (Dunkley, 2011). If we want our student
learning to improve, then we need to support each other through follow-up, and
feedback, as well as through collaboration and collegiality. I cannot yet speak for other
teachers; however, I can explain some peer support and feedback strategies that I will
be using to ensure my students are receiving the best learning experiences possible.
The first strategy I will use is action research. Action research allows teachers to
decide what questions are important to them and then determine the connection
between professional practice and student learning (Dunkley, 2011). In participating in
action research, I can ensure that I am asking myself questions that will help create a
better learning environment for my students. I will continue to frequently collect data to
analyze, and interpreting it, and then thinking of how I can act upon this information to
better student learning. To keep myself accountable, I will communicate with the other
grade two teacher on a weekly basis, as well as with the principal.

The second strategy that I will use is examining student work together with the
primary teachers. In doing this, it will help us to discover how students think, allowing
us to create more meaningful and supportive learning activities. It is important for us to
identify a clear focus for our conversations so that we can make the most use out of our
time.
The third strategy that I will use is peer observation, as this is one of the most
effective ways to learn (Dunkley, 2011, n.p.). I will ask for not only other teachers to
come in and observe me, but also the principal. In having various teachers come in, it
will be essential that I am well planned and have specific issues or instructional
questions to look for. After the lesson is finished, I will take the time to listen to the
other teachers opinions, thoughts and ideas in order to maximize my students learning.
I will also be sure to document this information to ensure that I am growing as a
professional.
The last strategy that I would like to use is to continue to reflect personally on all
of my teaching on a daily basis. Sitting down and being honest with the way I think the
lesson went is important to plan the next stages of learning. Thinking about a bad
lesson and thinking about how I can improve on it, will allow me to become a better
teacher, and create more good learning opportunities for my students. Reflecting on
what went well in a lesson will allow me to record this so that I can use the same
strategy again later on. Recording my daily personal reflections can also demonstrate
areas of weakness and strengths showing me what I need to get extra, support with.



References

British Columbia Ministry of Education. (2006). English Language arts grade 2:
Integrated resource package. Retrieved from British Columbia Ministry of
Education website:

British Columbia Ministry of Education. (n.d.). BC performance standards: Writing
grade 2. Retrieved from British Columbia Ministry of Education website:
http://www.bced.gov.bc.ca/perf_stands/writing_g2.pdf

Dunkley, C. (2012). Leading the common core state standards: From common sense
to common practice. California: Corwin.

Ehmann, S. & Gayer, K. (2009). I can write like that! A guide to mentor texts and craft
studies for writers workshop, k-6. Newark, DE: International Reading Association.

Resources

Childrens Literature:

Cronin, D. (2011). Click, clack, moo: Cows that type. New York: Little Simon.

Cronin, D. (2003). Diary of a worm. New York: Harper Collins.

London, J. (1997). Puddles. New York: Penguin Group Inc.

Shaskan, T. (2008). If you were onomatopoeia. Minneapolis, MN: Picture Window.

Willems, M. (2003). Dont let the pigeon drive the bus. New York: Hyperion Press.

Wood, D. (2005). A Quiet Place. New York: Simon & Schuster Books for Young
Readers.

Websites:

Bauer, M. (2012, March 03). Onomatopoeia song [video file]. Retrieved from
http://www.youtube.com/watch?v=f1b5kCvVBo8

Bitstrips Inc. (2012). Bitstrips for Schools. Retrieved from
http://www.bitstripsforschools.com/

British Columbia Ministry of Education. (2006). English Language arts grade 2:
Integrated resource package. Retrieved from British Columbia Ministry of
Education website:

British Columbia Ministry of Education. (n.d.). BC performance standards: Writing
grade 2. Retrieved from British Columbia Ministry of Education website:
http://www.bced.gov.bc.ca/perf_stands/writing_g2.pdf

Onomatopoeia Unit Plan

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Running head: CURRICULUM DESIGN: WRITING 1

Curriculum Design: Writing

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