Onomatopoeia: Bing, Bam, Boom!
Students will be able to recognize and generate onomatopoeia.
Introduction (20 minutes)
- Explain to the students that they are going to learn about onomatopoeia, or words that represent sounds.
- Play the Onomatopoeia video.
- While the video is playing, write the word "onomatopoeia" on the board to make a word web.
- Write a couple of examples to show the students, e.g. bam, boom, oink.
- Ask the students if they know of any other onomatopoeia, and then write them down on the word web.
- Bring the students together for a story, and tell them that you are going to read them a book with onomatopoeia in it.
- Before you read, remind them to try to remember the words you say in the book.
- Read aloud Mr. Brown Can Moo! Can You? by Dr. Seuss.
- After reading the book, ask the students to say some of the onomatopoeia in the book.
- Add those words to the word web.
Explicit Instruction/Teacher Modeling (10 minutes)
- Pick a word from the word web and create word art based on the sound it makes. For example, “boom” could be written in big bold letters and look like it is exploding; “splash” could be written with water droplets all around it.
- Explain to the students your reason for the word's style and color as you create your word art.
Guided Practice/Interactive Modeling (10 minutes)
- Ask the students to pick another onomatopoeia, and tell the students to tell you how to design the letters and what colors to use.
- Show some examples of onomatopoeia in the books and graphic novels.
- Explain to the students that they will now get to make their own onomatopoeia word art.
Independent Working Time (20 minutes)
- Send the students back to their seats, and pass out paper and coloring pencils.
- Remind the students to use the words off of the word web or the books and graphic novels.
- Tell the students to begin. Remind them to take their time.
- Walk around the room and talk to the students about their word art.
- Enrichment: To challenge students, have them create their own onomatopoeia instead of using the word web or books.
- Support: Give struggling students more time to work on their word art.
Assessment (5 minutes)
- Look over students' word art.
- During conversations, ask the students about when they hear certain onomatopoeia.
- Assess students' understanding based on their responses.
Review and Closing (5 minutes)
- Bring the students back together, and have them share their work with each other.
- Collect and display their work around the classroom.