Kayta Brown

March 23rd, 2016

Creating Mental Images

Onomatopoeia

Subject: English Language Arts

Grade: 4/5/6
Unit: Pocket Poetry
Title: Onomatopoeia
Total Time of Lesson: 55 minutes X2
Objective: Continue working with descriptive language such as similes and metaphors. Students will
broaden their knowledge of word choice and how words affect imagery.
Grade 4:
2.2.3: Explain how onomatopoeia and alliteration are used to create mental images.
2.3.2: Identify how specific techniques are used to affect viewer perceptions in media texts.
2.3.3: Recognize how words and word combinations, such as word play, repetition and rhyme, influence
or convey meaning.
Grade 5:
2.3.2: Identify examples of appropriate word choice and imagery that create particular effects.
2.3.3: Experiment with words or sentences patterns to create word pictures; identify how imagery,
figurative language such as simile and exaggeration convey meaning.
Grade 6:
4.1.4: Choose words that capture a particular aspect of meaning and that are appropriate for context,
audience and purpose.
2.4.2: Use literary devices, such as imagery and figurative language, to create particular effects
Common Goals: Recognize/experiment with literary devices and written/visual forms to convey
meaning.
Common Goals: Identify, use, and explore specific techniques and literary devices used to create
particular effects.
Common Goals: Explain how literary devices are used to create mental images. (onomatopoeia,
alliteration, simile, hyperbole, metaphor, personification, synecdoche)
Materials Needed:
- Smartboard
- Smartboard Presentation Slides
- Student Duo-tangs
- Pencils
- Papers
Time
Housekeeping
5 min

What is the teacher doing? Key questions?

I will speak about how impressed I was with their work
last night. Every if not everyone was finished, there is
some really good work happening in their poetry.
I will explain how happy I am to see them trying to use
personification and hyperboles in their poems even
though they were only required to include similes and
metaphors! I will stress that that is exactly what they
should be doing in their poems.
I will read one students poem out for the class at this
time as well. As well I will comment on how I was
pleased to see much more respect in the classroom the
day before. I will stress that this needs to continue.

What are the students doing?

Students are listening and giving
themselves a pat on the back.

Time

What is the teacher doing? Key questions?

What are the students doing?

Concept
introduction
5 min

I will present the term onomatopoeia on the board. I

will ask students if they know what that word means.
Students will be asked based on their hands being up.

Students are listening and providing

answers.

Examples
5 min

I will pick 3 students from the sticks to read out the

examples of onomatopoeias. We will then have a
conversation about where these sounds might be
heard. I will draw sticks for this.

Students will listen and contribute

to class discussion.

Model Texts
5 min

First I will present Old MacDonald as a great example

of how to use onomatopoeias in your writing. Students
will give other examples that we can hear on Old
MacDonalds farm.

Students will listen and ask

questions and provide examples.

5-10 min

Then I will read them Mmm...Cookies by Robert

Munsch. Students will be asked to write down sound
words that they hear throughout the story.

Students will write down the

sounds words that they heard.

5 min

Students will be asked to share some of the words that

they heard in the story with the class.

Students will share some of their

findings with the class.

Task
Explanation
5 min

Students will be given their task for that day. Students

will be assigned to write a minimum of 7 line free
verse poem (the same style as the day before). They
will pick any setting and describe their walk through
that setting. They should include at least 4
onomatopoeias within their poem. It will be stressed
that they should be writing using their senses and tons
of description. They should also attempt to incorporate
hyperboles, personification, similes, and metaphors.

Students will listen and and

questions.

I will also give them some example settings to choose

from. They may choose these or one of their own.

Students will listen.

Students will choose a setting. They will have 1-2

minutes to share ideas with their partners. Then they
will get to work on their poems. I will circulate and
help students with their poems.

Students will share ideas with their

partners and write their free verse
poems.

Task
20 min

Assessment:
I will assess student knowledge formatively in our class discussions and I will also assess students on
their ability to incorporate onomatopoeias into their poetry based on the work they turn in.
Accommodations/Modifications:
If the students are really respectful today and not talking overtop of each other, I will let them have a
brain break because this class has a lot of sitting and listening.
Students will need to submit whatever they have done at the end of class. If most students do not finish,
they may have time at the beginning of Thursdays class to work on it.
Extension/Extra Time Activity:
If students finish early, they will find a partner to do 2 stars and a Wish with or they will finish their
poems from earlier in the week.