Curriculum Integration:

Reading
Writing
Onomatopoeia Mini Lesson
Submitted by: Kristin Buholtz
Grade Level: 3 Subject/o!ic: "L#R
Objectives:
SW identi$y and a!!ly literary device onomato!oeia
SW identi$y that language creates a visual e%!erience through the
use o$ onomato!oeia
Lesson Plan:
&ntroduction '#ntici!atory Set/(otivation):
We have been discussing di$$erent *ays that *ords *e read or *rite can be made more
interesting by using literary devices such as alliteration+ similes+ or meta!hors, oday *e
are going to add another tool to our toolbo% to enhance our reading and *riting, hat tool
is onomato!oeia, hat-s a $unny *ord isn-t it. Let-s say it together: ono/mato/!oeia,
0rocess:
&n$ormation Giving: 1nomato!oeia hel!s us ma2e the sounds *e 3"#R into *ords4 it hel!s
our te%t become alive and more e%citing,
(odeling: a! my !en on the des2, 5an someone tell me *hat sound that *as. 'ta! ta!
ta!) Right+ it *as my !en ta!!ing on the des2, Knoc2 on my des2, Who can tell me *hat
sound they heard. '2noc2 2noc2 2noc2) 6es+ you heard me 2noc2ing on my des2, 7o*+
*hen & ta!!ed my !en on the des2+ or *hen & 2noc2ed on the des2 did you R"#LL6 hear
my !en say 'ta! ta! ta!) or my $ist say '2noc2 2noc2 2noc2). 7o+ *hat you used *as our
ne* tool onomato!oeia8
5hec2 $or 9nderstanding: :oes a co* really say ;moo.< 'no) 5orrect+ so *hen *e say or
*rite ;moo< $or a co*-s sound *hat tool are *e using. 'onomato!oeia)
Guided 0ractice: Read !gs =>/== in boo2 *ith onomato!oeia *ords covered and sho*
illustration, #s2 students *hat they thin2 they might 3"#R i$ they *ere to *itness *hat
is ha!!ening in the !icture, Students *ill give sound e%am!les, hen reveal the
onomato!oeia *ords used by author and reread !gs =>/== using the onomato!oeia *ords,
#s2 i$ the te%t *as more e%citing and hel!ed us better understand the illustration by
adding in the onomato!oeic *ords,
&nde!endent 0ractice: & am going to say a cou!le o$ sentences and & *ant you to *rite
do*n on your !iece o$ !a!er the S197: you *ould hear in these sentences, So in other
*ords you are going to be *riting your o*n onomato!oeia *ords,
he door closed, / he cars ran into each other, / he glass $ell on the ground,
5losure / 5ulminating #ctivity: What is that long and $unny *ord that *e have been
learning about today+ that is a tool *e can use to ma2e our reading and *riting more
interesting and e%citing. 1nomato!oeia8 Right8 5an you share *ith me some e%am!les o$
the onomato!oeia *ords you came u! *ith $or the sentences & just said. 3ave students
share their *ords,
Rationale: his mini lesson *ill
introduce the conce!t o$ onomato!oeia4
ho* to identi$y and a!!ly the conce!t,
TEKS Acieve!: "ra!e #
"L#R:
?,:/ &denti$y and a!!ly !lay$ul uses
o$ language
=> / &denti$y language that creates
a gra!hic+ visual e%!erience and
a!!eals to the senses
$loom%s Ta&onom':
Kno*ledge/Remember #nalysis
5om!rehension/9nderstand "valuate
#!!lication Synthesis
(i))erentiate! Learning:
#uditory @isual/S!atial
@erbal/Linguistic
&nter!ersonal
Classroom Strategies:
5oo!erative Grou!s
&ndividual
Simulation
Lecture
Whole/grou!
Materials*E+uipment:
he Su!er Body Aun Aair by Bane
"lliot
0a!er and 0encil