Lesson 5 Official

ED 345 Calvin College Lesson Planning Form
Teacher:
Katie Cook
Arts/Figurative Language
Date: December, 2015
Subject/ Topic/ Theme: Language
I. Objectives
What is the main focus of this lesson?
This lesson is teaching students yet another piece of figurative language: onomatopoeia.
How does this lesson tie in to a unit plan? (If applicable.)
This lesson is part of a unit on figurative language, and onomatopoeia will be the final form of figurative
language that we will be learning.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
Students will be able to use onomatopoeia words in order to describe an experience that they have.
Students will be able to apply their knowledge to identify onomatopoeia words in a song that they listen
to.
L.4.5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing
W.4.6: With guidance and support from adults, use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with others
II. Before you start

Prerequisite knowledge
and skills.
Assessment
(formative and
summative)
Based on the pre-assessment I know that not many of the students are
familiar with what onomatopoeia is.
I will assess students understanding of onomatopoeia based on their
onomatopoeia word cloud that they create.
Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of
Representation
Options for Perception
STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Every student will actively be
experiencing the Pop Rocks
popping in their mouths
AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Using candy and giving all of the
students a shared experience that
they can use as schema for the
new learning that is about to
occur
Options for Language/Symbols
Options for Expression

Students will be creating a word
cloud where they can express
their thoughts in onomatopoeia
about a specific topic
Options for Sustaining Effort &

Persistence
Making sure to do some
brainstorming and planning
before beginning the word cloud
Options for Executive Function
Options for Self Regulation
Providing students with an anchor

chart with the onomatopoeia
definition and examples on it that
they can reference
Options for Comprehension
Discussion about the purpose of
using onomatopoeia
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)
Developm
ent
Notebook computer cart, figurative language packet, pop rocks, anchor

chart
No
The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Hold up a bag of Pop Rocks and tell students that they will each get a handful, but
may not eat them until they have been instructed to do so
- Pass out a handful of Pop Rocks to each student, but again give them strict
instructions not to eat them yet! (dont give any other instructions or
explanation)
- Once every student has a small handful, tell students that when they eat
their Pop Rocks their job is to listen for all of the different noises in our
classroom (that the Pop Rocks and peers make)
- After students have all eaten their Pop Rocks, ask what sounds they heard as
they were eating?
o What sounds did the Pop Rocks make?
o What sounds did your mouth make?
o What sounds did your classmates make?
- As students come up with sound words, ask them how they think it would be
spelled before you write it up on the board
o This can then be referenced to in a later conversation about the
purpose of onomatopoeia words
Once students have finished coming up with sound words for the Pop Rocks,
introduce the vocabulary onomatopoeia and show the anchor chart
- Have students take some time brainstorming other onomatopoeia words
o Sounds that animals make?
o Sounds that other foods make?
o Sounds that people make? What sounds do people make when theyre
sick? Excited? Nervous? Scared? Mad?
- Ask students what the purpose of onomatopoeia words is? When would you
use these words? Why would you use them? What can they add to writing in
order to make the reader understand better?
Once students have brainstormed together as a class, have them pick one specific
theme of onomatopoeia words
- Sounds cars make
- Sounds food makes
- Sounds you make when youre
- Sounds animals make
- Sounds you hear at a sporting event
Give students 5-10 minutes to brainstorm (may work with a partner on their
brainstorming)
- Have a list of sample onomatopoeia words on the board during this time to
help students
Then, introduce students to the word cloud technology: tagxedo.com
- Model for students how to work tagxedo step by step and how to create a
word cloud
- Then, dismiss students table by table to grab a computer
o Log in, go to your email, click on the link, then tilt computer
o Once everyones computer is tilted, remind students of exactly how to
start their tagxedo, and then allow students to try it and begin!
Once students have completed their tagxedo they can hit print and their
project will print.
o Then, close your computer and put it away on the cart
Students can glue their completed tagxedo into their figurative language packet
- If finished early, allow students to share their creations with their neighbor
Review all of the kinds of figurative language that weve learned so far (idiom,
metaphor, simile, onomatopoeia) as well as the general definition for figurative
language
- Make sure students are able to turn to their neighbor to define AND give an
example of each kind of figurative language
Your reflection on the lesson including ideas for improvement for next time:
Closure

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ED 345 Calvin College Lesson Planning Form

Date: December, 2015

Subject/ Topic/ Theme: Language

II. Before you start

Universal Design for Learning Networks/Domains (see UDL Guidelines)

Options for Language/Symbols

Options for Expression

Options for Sustaining Effort &

Options for Executive Function

Options for Self Regulation

Providing students with an anchor

Notebook computer cart, figurative language packet, pop rocks, anchor

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