DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

Teacher Candidate Raschelle Davis

Grade Level 6th

Title Onomatopoeias

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:
ESL
Ernesto- 4, Jennifer- 5, Karen- 4, Denrick- 3, Eric- 5
IEP
Liam, Mason, Katie M., Shelby
Honors
Katelyn, Katie J., Ellie
Behavioral
Daniel- talkative and has a hard time staying focused.
Adrian Has a hard time staying focused.
Jonathan- talkative.
Classroom Environment:
The classroom is very neat and organized. The desks are pushed together into six tables. Five students at
each table. The teachers desk is in the back left-hand corner of the room. There is a kidney table in the
back right-hand corner. The classroom has an Elmo, a projector, and a screen available.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be
able to do?)
Standard: (3)
Language Standard 5
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g., personification) in context.
Content Walk-Away: I will interpret onomatopoeias within context. (1)
Language Walk-Away: I will write onomatopoeias within appropriate context. (2)
Vocabulary: figure of speech, figurative language, simile, metaphor, pun, personification, and
onomatopoeias (9)

TEACHER BACKGROUND INFORMATION:
Onomatopoeias are the formation of a word from a sound associated with what it is named (e.g.,
cuckoo, sizzle).


ASSESSMENT EVIDENCE (What evidence do I need to show the
Modifications/Accomo
students have learned the Walk-Away?) 5E-Evaluate
dations (ELL, IEP, GATE,
etc.)
Formative Evidence (checking for understanding throughout the
ESL/ELL: Students will
lesson):
only be required to do a
Content Walk-Away Evidence (Summative): Students will create a
three square comic strip. If

comic strip using onomatopoeias. (30)

Language Walk-Away Evidence (Summative): Students will create a
comic strip using onomatopoeias. (30)

they can or want to

complete more squares
within the time limit then
they may. (5)
Behavioral: I will be
wandering around and
discussing with students as
they create their comic
strip. I will specifically ask
them about their comic
strips as I am wandering
around. I will be giving
time warnings to keep them
moving and working. (5)
Honors: Will be required to
complete a six square
comic strip. (5)
*I will review the formative
assessment from this
lesson. Any students that
are struggling with this
concept will be pulled back
to the kidney bean table
during bell work the next
day to review and reteach.
(5)

Approx.
Time
8 min.

ACTIVE LEARNING PLAN

Approximate length of entire lesson: 45 min.
Background Knowledge
Read walk-aways with the class. These will be posted on a PowerPoint and on the board. (1,
2) This week we have been learning about figures of speech. Review figurative language
definition. We learned about similes and metaphors. Remember both of these are
comparing two things, but with similes we use the words like or as and with
metaphors we just say the comparison. (8, 9) Have them share with their face partner an
example of a simile and an example of a metaphor. Today we are going to learn a
completely new type of figure of speech. It is called an onomatopoeia. Everybody needs to
get your binders out in which to write the definitions and examples. An onomatopoeia is
the word that is written for a sound. (9) For example Bang and sizzle. These are both
sounds written out. Show them the definition and examples on PowerPoint. (4) Who in
this classroom loves to read comic books or graphic novels? (7) Now I know these are
really old, but has anyone ever seen an original batman episode? You guys are in luck! I
have an original batman episode that is going to help show us what an onomatopoeia is.
Play the video http://youtu.be/-EEyQIAemn0. (4, 12) Can you see how the sounds were
written out in words? These are called onomatopoeias.
(10, 11, 12, 14, 18, 23, 24, 25, 26)
Formative assessment: (30)
Learning Goal

Success Criteria

Assessment Strategy
















3 min.























5 min.

Write the definition and

examples of an
onomatopoeia.

Students will write the

definition and examples of
an onomatopoeia in their
binder.

I will observe as students

write the definition and
examples of an
onomatopoeia in their
binder.

Modification/accommodations: (ELL, IEP, GATE, etc.) (5)

ESL/ISP: Pictures, definitions, and examples are given on PowerPoint. Video is used to
help them link how onomatopoeias are used. All vocabulary words being used throughout
the week are posted at the front for the whole week.
Behavioral: Students will be reminded of the behavior plan in place. A student will get their
card turned if off task, distracted, or becomes a distraction. While talking I will use
proximity control if needed.
Honors: Have to write their own examples of onomatopoeias in their notes.
Focus Lesson (I do it)
Today we are going to be using onomatopoeias to write our own comic strips. An author
of a comic strip uses onomatopoeias all the time to portray a sound that is being made.
Lets look at an example of a comic strip in which the author used onomatopoeias. Show
example on PowerPoint. (4, 12)
(10, 11, 14,23,24,25,25)
Formative Assessment: (30)
Learning Goal
Discover how
onomatopoeias are used in
comic strips.

Success Criteria
Students will look at and
read comic strips that use
onomatopoeias.

Assessment Strategy
I will observe students as
they look at and read comic
strips that use
onomatopoeias. I will make
sure all eyes are on the
screen while reading.

Modification/accommodations:
IEP/ESL: Examples of comic strips are shown, read, and explained to the class so that the
use of onomatopoeias is clear.
Behavioral: Have these students read the comic strips out loud to the rest of the class.
Honors: I will ask these students some questions such as: Why would we use
onomatopoeias in our writing? Have you read any graphic organizers or comics where you
saw the use of onomatopoeias? If so which ones and how were the onomatopoeias used?
(7, 15)
Guided Instruction (We do it)
Before we start brainstorming, lets write a list of possible onomatopoeias we could use in
our comic strips. Everybody needs to contribute to our list so that we have a big variety of
options. I am going to start on the left side of the room and we will go around and
everyone will give me a word that is a sound to add to the list. Watch as I write my own
onomatopoeia on the poster. Write bang. As students give me words write them up on a
poster.
(4, 6, 10, 11, 12, 13, 14, 18, 21, 22, 23, 24, 25, 26)
Formative Assessment: (30)
Learning Goal
Success Criteria
Create a list of
Students will participate in

Assessment Strategy
I will listen to students












10 min.



































15 min.

onomatopoeias that can be

used in the comic strip.

creating words that can be

added to the list of
onomatopoeias that can be
used in the comic strip.

onomatopoeia words. I will

clarify misconceptions and
prompt students where
needed.

Modification/accommodations: (5)
IEP/ESL: If students get stuck and cannot come up with an idea. Ask prompting questions
such as what sound do dogs make? Or what sound does bacon make when it is cooking?
Behavioral: If they get distracted have them share an onomatopoeia even if they are not the
next in line. This will help call their attention back.
Honors: Have honors students put their onomatopoeia in a sentence for us.
Collaborative/Cooperative (You do it together)
Now when you are writing a comic you will want to brainstorm a few ideas first. You will
brainstorm with a partner that I choose for you. I will give you a graphic organizer to
brainstorm on. You will brainstorm about characters, conflict, how the conflict is solved,
and how you are going to add onomatopoeias into the story. (6) Everybody look up here
at my brainstorming organizer to see how I used it. Explain and demonstrate how I filled
out the graphic organizer. (12) After you brainstorm you will go back to your desk to start
drawing and writing your comic book strips. Post Partners on the board. (17) Partners
will work together to fill out their brainstorming graphic organizer. They need to come up
with at least two characters, conflict, how the conflict is solved or ends, and how they are
going to use onomatopoeias in their comic strip.
(10, 11, 13, 14, 16, 20, 21, 22, 23, 24, 25, 26)
Formative Assessment: (30)
Learning Goal
Brainstorm characters,
conflict, how the conflict is
solved, and which
onomatopoeias will be used
in the comic strip.

Success Criteria
Students will fill out graphic
organizer to brainstorm
character, conflict, how the
conflict is solved, and which
onomatopoeias will be used
in the comic strip.

Assessment Strategy
I will observe and listen as
students fill out their
graphic organizer to
brainstorm character,
conflict, how the conflict is
solved, and which
onomatopoeias will be used.
I will also gather the graphic
organizers at the end of the
lesson.

Modification/accommodations: (5)
ESL/IEP: Will be partnered with a mid-level partner. The graphic organizer is provided to
help them and guide them through the brainstorming process. I show and post my
example. List of onomatopoeias will be hanging in the front of the room for reference.
There will be a list of possible characters on each table to help the students who are
struggling to come up with their own.
Behavioral: They will be partnered with someone they work well with. I will be walking
around to discuss and ask questions about what they are brainstorming.
Honors: Will be paired with another honors student. Must have at least three characters.
Independent (You do it alone)
Before I hand out your comic strips, I will post and read my example up on the board.
(12) You are not allowed to copy mine, but you can look at it to help you get ideas if you



















5 min.

need to. I am now going to pass out the comic strip squares. Everyone is required to do at
least 4 squares unless you are honors then you need to do 6 squares. Hand out comic
strips. Students will create their comic strip and turn it in.
(6, 10, 11, 13, 14, 20, 21, 22, 23, 24, 25, 26, 29)
Summative Assessment: (30)
Students will create a comic strip using onomatopoeias.
Modification/accommodations: (5)
ESL/ELL: Students will only be required to do a three square comic strip. If they can or
want to complete more squares within the time limit then they may.
Behavioral: I will be wandering around and discussing with students as they create their
comic strip. I will specifically ask them about their comic strips as I am wandering around.
I will be giving time warnings to keep them moving and working.
Honors: Will be required to complete a six square comic strip.
*I will review the formative assessment from this lesson. Any students that are struggling
with this concept will be pulled back to the kidney bean table during bell work the next day
to review and reteach.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Review walk-aways with the class. Today we have been learning about onomatopoeias. I
want everyone to turn to your face partner and explain what an onomatopoeia is. Give
them one minute. Now I would like for you to share your comic strips with your face
partner. Make sure to point out where you used your onomatopoeias. (16, 17, 27, 28)

SIOP Indicators
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking,
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-
Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-
Language skills (reading, writing, listening, speaking)
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the
approximate time needed for this lesson?
This lesson needs 45 min. to teach.
Post walk-aways on the board.
Have PowerPoint pulled up and ready.
Have poster ready to write examples of onomatopoeias.
Have 95 copies of graphic organizer.
Have 95 copies of comic strip.

Remember to tell IEP/ESL students they only need to do three squares if they want.


REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning?
How can I transfer what I learned from teaching this lesson to future teaching? What was effective
and not effective? What goals can I set to improve my practice and student learning?
In this lesson the students created their own comic strips using onomatopoeias to emphasize or tell a
story. I can use this assessment evidence to determine if the students know what onomatopoeias are
and how they can be used. In this lesson I also observed as they worked with partners and discussed
onomatopoeias and how they have seen them used before. I can use this assessment evidence to
determine who needs more review on onomatopoeias and who understood the concepts. This lesson
was very interactive and exciting for the students. I feel that they were all engaged and excited to
participate. I learned that having the students interacting and working together to create something
that they were interested in was very important. I plan to implement this in future teaching. The
students are much more inclined to remember the lesson if it is connected to something they have
interest in. This lesson was very effective. The video helped them to see how onomatopoeias were
being used, the comic strip example and my example was provided that helped them see how they are
used when writing comics. The students collaborated well with each other and were excited to create
their comic strip. A huge success was creating a list of onomatopoeias together as a class and keeping
them posted for reference. Also providing a list of possible characters was very helpful to my low
students. The one thing that I feel was not effective was when I explained my graphic organizer. I
showed them the graphic organizer, explained what I wanted, and even showed my example, but they
still seemed confused. In future lessons when I use a graphic organizer I am going explain one section
at a time. After I explain a section they will do that section with their partner, then I will explain the
next and they will do that section with a partner, etc. My goal for this lesson is to think in advance
what kind of instructions the students will need so the least amount of confusion takes place. I need to
get better at breaking things down for them so they are not confused and we are quickly and
efficiently able to get through an activity without confusion.