Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 39916
Listen to Onomatopoeia
In this lesson, students will be able to recognize the use of Onomatopoeia in literature. They will be able to identify Onomatopoeia words used
throughout a text and connect the words to the object(s) that would make the sound.
Subject(s): English Language Arts
Grade Level(s): 2
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Interactive Whiteboard,
Overhead Projector, Adobe Flash Player
Instructional Time: 45 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: figurative language onomatopoeia
Instructional Design Framework(s): Direct Instruction, Cooperative Learning
Resource Collection: CPALMS Lesson Plan Development Initiative
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to listen to stories read aloud that contain the use of onomatopoeia and identify those onomatopoeia words.
Students will be able to recognize the use of onomatopoeia in books they will read independently.
Students will make real-life connections between onomatopoeia words and objects/animals/people who make the sounds.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should have some understanding of the purpose(s) of using figurative language.
Some figurative language that students should have knowledge of include:
Repetition, Rhyme, Alliteration, Rhythmic Patterns
Guiding Questions: What are the guiding questions for this lesson?
A question one might ask to check for student understanding may include:
What is Onomatopoeia?
Onomatopoeia describes a word in which the sound of the word tells the meaning. It can be one word or a group of words that can imitate the sound that it is
describing.
What are some words that you may read in a book to describe sound?
A few examples would include:
Things: click, buzz, bang, zap, or choo-choo
Animals: moo, oink, quack, hiss, or meow
Why would an author use a word to imitate sound?
An author needs to describe sound by using Onomatopoeia. It can represent sound on the page to describe something. It is used in comics, as well as other
literature.
page 1 of 4 Teaching Phase: How will the teacher present the concept or skill to students?
Onomatopoeia Power Point Presentation_2013.ppt
Introduction:
Use Powerpoint Presentation on Interactive Whiteboard to introduce Onomatopoeia.
The teacher will tell the students that they can find Onomatopoeia in literature, comics, and videos. They should understand what an Onomatopoeia is. It should
be discussed that Onomatopoeia is a word or grouping of words that imitate sound they describe.
The teacher can introduce the use of Onomatopoeia by reading aloud a poem selected from IF YOU WERE ONOMATOPOEIA, by Trisha Speed Shaskan and
Sara Gray.
Some questions the teacher may ask:
Why do you think the author used the word ____?
How does the word _______ describe what the author is saying?
What other word can you use to replace it? Does it rhyme? Is it an onomatopoeia word?
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Activity: Students will participate in the Onomatopoeia Matching Game.
ONOMATOPOEIA ACTIVITY PICTURE CARDS.doc
Teacher will pass out Onomatopoeia Picture Cards. There will be two sets of cards. Set A: Has the picture of an object. Set B: Has the sound written of an object in
set A.
The students will have to choose one card without looking at it. (Cards will consist of pictures of animals, vehicles, and other objects; and the sounds that they
make.)
The students will move around the room looking to match Set A to Set B. The students will need to find the picture card that matches the onomatopoeia sound.
Once a match has been made, those two students will stand together.
The teacher will check the word to picture cards to ensure accuracy.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Teacher will divide the class into two groups. Students will have a limited amount of time to complete the task. Teacher will determine the time that children will spend
at each task.
Task 1:
The students will look for Onomatopoeia words in text. Using a library book the students will read a book and determine the different onomatopoeia words.
Any of the following books can be used and are great resources:
Quiet Night by Marilyn Singer (ATOS 2.8)
Click, Clack, Moo: Cows That Type by Doreen Cronin (ATOS 2.3)
Thump, Quack, Moo: A Whacky Adventure by Doreen Cronin (ATOS 2.8)
Listen to the Rain by Bill Martin Jr. and John Archambault
The students will create a Circle Map/Graphic Organizer. They will write the title of the book in the center of the map. They will place all of the onomatopoeia
words around the center circle using the words from the text to show understanding.
CIRCLE MAP: A circle map is a small circle drawn in the center of a piece of paper with the subject/main idea written in the middle of that circle. An outer
circle is then drawn to describe all of the details of the subject/main idea. See the example attached.
Onomatopoeia Circle Map Example.doc
Teacher will assess students by monitoring and then checking the Circle Map to ensure mastery. Students need to write 5 examples around the circle of their
Map for mastery.
Other book resources:
Bob by Tracey Campbell Pearson (ATOS 2.2)
I Stink by Kate McMullen (ATOS 1.6)
In The Tall, Tall Grass by Denise Fleming (ATOS 1.6)
Task 2:
The students will apply the concept using an Onomatopoeia Foldable.
The students will apply the concept of Onomatopoeia language by using a graphic organizer. Students will complete their graphic organizer by using the
following:
Onomatopoeia Foldable Example.doc
FOLDABLE/GRAPHIC ORGANIZER:
Students will be constructing a three flap foldable graphic organizer.
Using a 8 1/2 x 11 piece of blank paper. Fold the paper into hot dog fold (length wise). Cut the top into three sections to create the top flaps.
The students will write three Onomatopoeia words on the top of each flap.
Then, the student will lift the flap and illustrate/draw a picture of the object/person/animal that makes the sound underneath the the flap
Teacher will assess students by monitoring and then checking the Foldable to ensure mastery. Students need to illustrate 3 examples of onomatopoeia on the
foldable as shown in the example.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students can present what they created in Center 2.
The students created a Graphic Organizer showing what they have learned about the meaning of Onomatopoeia words.
The students will share aloud their Graphic Organizer with the class and the teacher could clarify any misconceptions with the students during presentations. The
teacher may refer to the guided questions and ask the class again to see what they remember and have learned.
Upon completion the Graphic Organizer can be put up for display.
Summative Assessment
page 2 of 4 Students will complete Centers 1 and 2 in the Independent Practice portion of the lesson.
Assessment for Circle Map/Organizer can be graded with students being able to identify at least 5 onomatopoeia examples for mastery.
Assessment for Foldable/Organizer can be graded with students being able to identify 3 onomatopoeia examples correctly with an illustration for mastery.
Formative Assessment
During the Guided Practice, teacher will observe the accuracy of students as they match onomatopoeia picture cards with cards that have the sound words written on
them. Teacher can ask questions such as:
How do you know those two cards are a match?
When you read the word on that card what does that make you think of?
Feedback to Students
Activity: Students will participate in the Onomatopoeia Matching Game.
Activity 1: Students will participate in the Onomatopoeia Matching Game. (See Guided Practice.)
Feedback: The teacher will monitor students to ensure they are matching the words to the picture. If incorrect the teacher will assist with instruction to improve
student learning.
Activity 2 & 3: Students will participate and practice multiple strategies to develop Onomatopoeia language and word knowledge with the use of centers. (See
Centers in Independent Practice)
Feedback: The teacher will monitor students to ensure they are matching the words to the picture. If incorrect the teacher will assist with instruction to improve
student learning.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations: Some students with special needs will be able to partner with a friend to help assist them with any of the center activities.
For the center activity: The teacher could make copies of a text for a struggling student and highlight or text mark the onomatopoeia words for students. Students could
then focus on explaining what the words mean and how they are used in the story.
For some of the texts, there are Spanish versions available as well. The teacher may want to use these texts in conjunction with the English language versions to help
with ELL.
Extensions: Some students may complete an Onomatopoeia Poem. The students will brainstorm different Onomatopoeia sounds (a list of words to assist them is
helpful). They may create a group poem using the word list provided. While constructing the poem students will use a large construction paper to write a few stanzas
with the use of the onomatopoeia words and create an illustration at the top.
Extension Example.docx
Suggested Technology: Document Camera, Computer for Presenter, Interactive Whiteboard, Overhead Projector, Adobe Flash Player
Special Materials Needed:
Book, If You Were Onomatopoeia, by Ella Rain
Other library books using onomatopoeia words. Possibilities include:
Quiet Night by Marilyn Singer
Creak, Thump, Bonk! by Susan L. Roth
Click, Clack, Moo: Cows That Type and Thump, Quack, Moo by Doreen Cronin
Listen to the Rain by Bill Martin Jr. and John Archambault
Word Cards/Picture Cards
Circle Map
Construction Paper OR copy paper
Fold-able Graphic Organizer
Markers/Crayons/Scissors
Further Recommendations: Students should have an understanding of how to use a Circle Map/Graphic Organizer in order to label it during the center activity.
The teacher should prepare word cards/picture cards for the activity Onomatopoeia Matching Game.
Additional Information/Instructions
By Author/Submitter
This lesson only addresses part a. of Standard LAFS.2.L.3.5.
SOURCE AND ACCESS INFORMATION
Contributed by: Sandy Oden
Name of Author/Source: Sandy Oden
District/Organization of Contributor(s): Union
Is this Resource freely Available? Yes
Access Privileges: Public
page 3 of 4 License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.2.L.3.5:
Description
Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives
(e.g., thin, slender, skinny, scrawny).
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