Onomatopeia Mini-Lesson

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Mini- Lesson: Onomatopoeia

Context: 

The students will learn how to use the literary device onomatopoeia. This allows students to be able to correlate verbal and written language. Understanding the correlation between verbal and written language will allow an individual to be able to strengthen both. This will allow the student to be become a more strategic reader and writer. Children use phonics to be able to spell words the way that they sound.  This type of literary device allows the students to be able to use their prior knowledge of phonics to be able to formulate sounds in text.

 

§      Grade level: K-3 grades

§       Instructional Group: Whole group then small groups

§        Location: Front of room- Writing together; Read Aloud but around the room for small group centers.

§       Text and Materials needed:

Read Aloud Text: Giggle, Giggle, Quack by Doreen Cronin

4 Centers Text:

1.    Click, Clack, Moo Cows that Type by Doreen Cronin

2.    Don't Let the Pigeon Drive the Bus by Mo Willems

3.    How I Became a Pirate by Melinda Long

4.    The Snowy Day by Ezra Keats

Text used: Writing Essentials by Regie Routman

 

Introduction: 

Today we are going to squeeze the juices from our literature books.  We are going to pay close attention the literary device, onomatopoeia. Isn't that a strange word?  Let's say it together o-n-o-m-a-t-o-p-o-e-i-a.  Our strange and long word, onomatopoeia, shows us how to make the noises we hear into words. 

 

Demonstration/Modeling:

- There are noises that we hear everyday.  You hear me tap-tap-tapping the chalk on the board.  You can hear the sink drip-drip-dripping in the bathroom.  After lunch, you come and plop into your seats. Onomatopoeias allow us to make the noises that we hear fun and exciting in text.

- Read Aloud to the students. Giggle, Giggle, Quack by Doreen Cronin

- Discuss the different types of noises that Cronin wrote into text using onomatopoeias.

- I hear a lot of fun and exciting noises whenever I am walking in the park. 

§        Write a couple of sentences in front of the class about walking in the park and the different noises that you hear. "While I was walking in the park one day, I was befriended by a sweet "chirp, chirp" in the trees."

     Chirp Chirp - birds

§         Crack - tree branch falling off a tree Give examples of what you will say to show kids          "how to do it" using a whole text for an example.

§                  Ruff Ruff! - dogs parking

§                     He He - children laughing at playground.

 

Shared Demonstration: At his point allow the students to be able to add to the story that you are writing.  Have them use different types of onomatopoeias that they have heard in the park.  Be sure to scaffold the conversations before, during, and after the writing.

 

Guided Practice: Have the children break up into four groups. At this time they will walk to different centers where a book will be located.  They are to find the types of onomatopoeias that the author uses and document them. (They will add to this list throughout the year as a reference).

4 Centers Text:

1.    Click, Clack, Moo Cows that Type by Doreen Cronin

2.    Don't Let the Pigeon Drive the Bus by Mo Willems

3.    How I Became a Pirate by Melinda Long

4.    The Snowy Day by Ezra Keats

While the children are finding the types of onomatopoeias, the teacher is to walk around to groups to "validate, support, teach, and give feedback" where needed (Routman, 2005).

 

Independent Practice:  At this point, have the children write their own piece of literature that includes the use of onomatopoeias. Have them reference to their lists that they made and add to the list if there are more that they come up with. They can add to the list when they find onomatopoeias while they are reading.

 

 

Sharing/Reflection:  The children will be given the opportunity to be able to share the onomatopoeias that they came across in the literature centers. After they have written their own literature, they are able to share the types of sound words that they came up with on their own as well. (The children can write down the new onomatopoeias that their classmates introduce to them into their notebook).

Works Cited

Routman, R. (2005). Writing essentials: Raising expectations and results while simplifying teaching. Portsmouth, NH: Heinemann.

 

 

 

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