Lesson Plan Template ED 3501 (Version C)

Lesson
City of Ember Chapter 4
Title/Focus
Subject/Grad
English Language Arts Div II (4,5,6)
e Level
Unit

Date

November 14

Time
20 minutes
Duration

Novel Study

Teacher

Miss Kleckner

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

GeneralOutcome1:
Studentswilllisten,speak,read,write,viewandrepresenttoexplorethoughts,ideas,feelings
andexperiences.
GeneralOutcome2:
Studentswilllisten,speak,read,write,viewandrepresenttocomprehendandrespond
personallyandcriticallytooral,printandothermediatexts.
GeneralOutcome5:
Studentswilllisten,speak,read,write,viewandrepresenttorespect,supportandcollaborate
withothers.

Specific
Learning
Outcomes:

2.3ExperimentwithLanguage:alterwords,formsandsentencepatternstocreatenewversionsof
textsforavarietyofpurposes;explainhowimageryandfigurativelanguage,suchas
personificationandalliteration,clarifyandenhancemeaning
5.2CooperatewithOthers:discussanddecidewhethertoworkindividuallyorcollaborativelyto
achievespecificgoals
LEARNING OBJECTIVES

Students will:
1. Identify different Onomatopoeia and their purpose in literature
2. Create a poem using Onomatopoeia
3. Collaborate with others to achieve a common goal

ASSESSMENTS
Observations:

Products/Performanc
es:

Key Questions:

Observe students as they write their poems (some may not

understand poetry and need further assistance)
What is an Onomatopoeia?
Why do authors use Onomatopoeias in their writing?
What are some Onomatopoeias that you know?
poem
mural

LEARNING RESOURCES CONSULTED

English Language of Arts Program of Studies

Youtube Onomatopoeia rap

MATERIALS AND EQUIPMENT

smartboard
materials for mural

PROCEDURE
Prior to lesson

Materials need to be gathered from the CTS room for the City
of Ember Mural
Introduction
Time

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Attention Grabber

-Ask: What is an Onomatopoeia?

-Onomatopoeia Video
Funny video that should capture students attention whilst
also informing them of what an Onomatopoeia is
Assessment of Prior -Worksheet which asks students to list as many Onomatopoeias
Knowledge
that they can think of
Expectations for
-Students are quiet and respectful when watching video
Learning and
-Students do not talk over each other when discussion is taking
Behaviour
place
Transition to Body -Today we are going to be talking about Onomatopoeias and how
authors use them in their writing. Im going to read parts from City
of Ember that demonstrate how the author used Onomatopoeia.
Body
Learning Activity
#1

2 min

Time

Onomatopoeia Poetry
-Students will have watched the introductory video on
Onomatopoeia.
-

Ask students to come up with some of their own

Onomatopoeias (write their answers down on the
worksheet for Onomatopoeias)

-Read parts from chapter 4 City of Ember that used

Onomatopoeia.
-Ask: Why do authors use Onomatopoeias? (use
popsicle sticks)
-Explain to students that they will be writing their own
poem with Onomatopoeias. Poems should not be just
Onomatopoeias because this would not make sense (for
instance to just say crunch, thud, smash one after the
other) but should have Onomatopoeias throughout.
Students can write their poems about school, a video
game, something they like to do etc.

20 min

-Before students start writing their poem I will go over

some poem guidelines:
poems do not have to rhyme, but they can if you
wish
Show students how to write an acrostic poem
poems should be separated into stanzas
Show In Flanders Fields as an example
Poem should have some thought behind it, it should
be something meaningful to you, not just a few
words thrown onto the page
Teacher Notes:
Assessments/
Differentiation

-popsicle sticks to ask students questions

-open palm, closed fist

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Learning Activity
#2

City of Ember Mural

-Once students are done writing their poem they can work on the
City of Ember Mural.
-Students should work together in their groups so that their
section of the mural comes together cohesively (in this way,
more than one person is not working on the same thing
separately when they could be working together)

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3

18 min

-How well do students work cooperatively (observe)

-Assessing what students know about the books setting
City of Ember Comprehension Questions
-If students are done working on the mural or they do not want
to, they can work on City of Ember comprehension questions for
Chapter 3 and 4 (They may use a novel to help discover the
answers)

Teacher Notes:
Assessments/
Differentiation

Closure
Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Time

-Pleases make sure your poems go into your binders and you
clean up any materials you used on the mural

Sponge
Activity/Activities

The video I played for the class was an excellent way of grabbing their
attention and teaching them about what an Onomatopoeia is. They were still
Reflections from the singing the song after it was over! One thing I would do differently would be
lesson
to give the class more brainstorming time for thinking of what to write about
because a few of them were confused and lost. I put some topic ideas on the
board, but some specific time for brainstorming would have been good.

Adapted from a template created by Dr. K. Roscoe