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 terms 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 support from adults, produce writing in which the development and organization are appropriate to task and purpose.

W3.5: With guidance and support 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 support 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.)
*remember, 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 feedback:
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 passers pass 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 remember 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.