Ajzahn Brown

Blended Learning Lesson Plan

Lesson Title: Outrageous Onomatopoeia!

Objectives:
• Students will be able to name examples of onomatopoeia.
• Students will be able to identify onomatopoeia in literary text.

State Standards:
• Standard 9: Interpret and analyze the author’s use of words, phrases,
and conventions, and how their relationships shape meaning and tone in
print and multimedia texts.
• 9.1 Identify the literary devices of rhythm, repetitive language, and simile
and sound devices of rhyme, onomatopoeia, and alliteration; explain how
the author uses each.

Context: This lesson is a first grade English lesson. I am teaching this lesson because my
students need to be able to understand the concept of figurative language and be able to
understand that on is a type of figurative language. Before this lesson, the students have been
practicing on reading stories and interpreting and comprehending the text. I have been asking the
students questions throughout the story to check if they are following along, and this activity will
allow them to really put this skill to use. After this lesson, the students will learn about the other
forms of figurative language, and they will compare them all. This lesson will be helpful because
the students will have a full understanding of onomatopoeia and can identify it in different texts.

Data: The students will be grouped into six groups. Each group will consist of at least one strong
student. They will be based on their performance in their one-on-one testing with me. The test
will be simple and basic reviews of the lessons we had weeks prior. The questions will be given
to all the students therefore I will be able to see who struggles and who is doing well with the
academic material. The lower performing students will then be able to get help from the higher
performing student, and the higher performing student will be able to still be at work if they
complete their assignment quickly. At the end of the lesson, I will ask the entire group to write
on a piece of paper a smiley face if they understood the lesson, or a sad face if they did not
understand the lesson. This will be helpful for me because I will see if students understand the
types of figurative language.
Materials:
Part of Lesson Materials Needed
Introduction • Computer and Smart Board to watch
“The Onomatopoeia Alphabet |
Onomatopoeia for Kids | Jack
Hartmann”
https://youtu.be/FBQCgjo1QTU

Teacher Directed • Book “Slop Goes the Soup” by

Pamela Edwards
• Computer and Smart Board (Smart
Notebook)

Collaborative Station • Magnets and Metal Pans

• Pencil and paper
Independent Station • “Hit Em’ With the Onomatopoeia”
song
https://youtu.be/Xgi37v-syt0

• Pencil and paper

Closure • Pencil and paper

Detailed paragraphs from here on down.

Procedures:
Introduction (20 minutes): This lesson will be the first lesson of the day. After the
students eat their breakfast and put away their belongings, I will direct them to the carpet. I will
write the word onomatopoeia on the board and ask the students if they can pronounce it. After
they attempt, I will sound the word out with them and get them to clap each word part out. I then
will talk about how the next few weeks all about figurative language will be, and I will name the
many different types. I will describe what onomatopoeia is and what it may sound like. Next, I
will play “The Onomatopoeia Alphabet | Onomatopoeia for Kids | Jack Hartmann”. After the
video, I will ask one student to come up to the board. Then, I will ask students to raise their hand
and tell my student helper a word that could be an example of onomatopoeia. I will assist the
student helper with writing the words on the Smartboard. After about 5 students volunteer, I will
send the students to their groups.
Teacher Directed (15 minutes): At the teacher directed station, my goal is to see if
students can not only identify onomatopoeia in media but also in literary text. I will have a small
group stay on the carpet with me, and I will first read the cover of the story. I will then ask
questions to see what the students think the story may be about. I will instruct them to keep in
their head all the onomatopoeia that they see in the text. Next I will read the story “Slop Goes the
Soup” by Pamela Edwards. I will emphasize all the onomatopoeia words so that the students can
get an idea of how they should sound and look in a book. After I finish reading, I will ask the
students to tell me one example they heard in the text of onomatopoeia, and I will write it on the
Smartboard.

Collaborative (15 minutes): At the collaborative station the students will use metal pans
and magnets to make their own examples of onomatopoeia. There will only be three metal pans
so students will have to work with a partner. Each word that the student creates, they must write
it down on a sheet of paper, say the word out loud 3 times, and then write it in a sentence. I will
let them know that I will be checking their sentence to make sure that it makes sense. This means
that the sentence must be original and not copied from their partner and should be logical. The
students must write a sentence for each word that they create.

Independent Digital (15 minutes): At this station students will work independently with
their iPad. I will have the song, “Hit Em’ With the Onomatopoeia” already pulled up on the iPad
so that they will be able to easily access the video. The video is a different approach at teaching
onomatopoeia, specifically through rap. I know the students will want to dance along with the
song, and I will allow minimum dancing as they will be in the back of the classroom on the
carpet. Throughout the song they should write down all the examples of onomatopoeia that they
observe.

Closure (15 minutes): Students will be responsible for putting up all the materials we
used for the lesson, and their papers should be put into their cubbies. After the classroom is
cleaned, I will call the entire class back onto the carpet. I will ask if they liked each station and
will choose one student to tell me what they liked and what they did not like about the stations.
Then, I will repeat a few of the examples of onomatopoeia that we reviewed and mix them with
other words and ask if it is onomatopoeia or not. Lastly, I will ask the students to write a smiley
face If they feel that they understand onomatopoeia and then write a sad face if they do not fully
understand.

Rationale:
(“Hit Em’ With the Onomatopoeia” song): I chose this multimedia because I noticed that
students love the latest hip-hop songs. If they have a song that they can relate to and get
active with they will in return be more engaged. This song features a very nice beat with
great examples of onomatopoeia.

(“The Onomatopoeia Alphabet | Onomatopoeia for Kids | Jack Hartmann song”): I chose
this multimedia because I wanted to incorporate onomatopoeia also with the alphabet.
This will give the students a variety of examples of onomatopoeia. Students love to hear
songs and to practice them repetitively. This song is catchy and keeps the students
engaged.