Lesson Plan

Lesson Focus: Learning Area Year Implementation Date

Level
Unit: Poetry English Duration
3 60 minutes
Identifying and exploring
onomatopoeia in poetry
Prior knowledge of learners (What do they already know about this concept/topic/skill?)
Students know the purpose of poetry is to entertain the reader. They know that poetry can rhyme.

Links to Curriculum (identify relevant Strands and Content Descriptors – these may be provided
by the class teacher)
Literature: Examining Literature

Discuss the nature and effects of some language devices used to enhance meaning and shape the
reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)

Learning objectives Learning objectives

At the end of this lesson the learners will At the end of this lesson the learners will be able to:
know: - Explain what onomatopoeia is and give examples
- How onomatopoeia is used to enhance a - Identify onomatopoeia in poetry
text

Evidence of learning (checks for learning/assessment)

 Engaged participation in the lesson and activities
 Responses to questioning/questions asked by students
 Observation of students at work

Resources
YouTube clip – Onomatopoeia Everyday Grammar: Onomatopoeia - YouTube

Poem - Swish went the Fish by Kelly Roper

Onomatopoeia Game (Instructions) Onomatopoeia Guessing Game Instruction.pdf

Onomatopoeia Game Main Onomatopoeia Guessing Game.pdf

Classroom Management Strategies

Set expectations for the lesson during the introduction and prior to independent group work
Remind students of instructions when needed, redirect students if necessary
Differentiation Strategies
Pair students in mixed ability to support one another
Modelling tasks to students
Add vocabulary and words to word wall for visual learners
Students can use role play to demonstrate understanding (AAP)
1. Lesson Introduction (introduce the topic and engage the learners)
Time What will you do What the learners will do

Introduce lesson topic – students will be exploring the Students – whole class, seated in
sound devices used in Poetry. front of whiteboard

WALT – understand how poets use sound devices to Students participate in class
discussion
create effects and reinforce meaning in poetry
WILF – students can identify onomatopoeia in a poem and
list examples of onomatopoeia

2. Lesson Body (Teaching the content through specific strategies)

Time What will you do What the learners will do

View the YouTube clip with students. Students will view video and
Use questioning to assess understanding – “what did you formulate a response to indicate
notice about the words used in the video?” level of understanding

Define onomatopoeia for students – words that can be

Students will raise hands to
used to express sound effects, or verbal communications
contribute to classroom
and/or actions of animals. Use questioning/ think aloud discussion to build awareness of
to illicit responses – “I wonder if anyone knows of any sound devices used in poetry.
words that could describe a sound effect or animal action”.
List examples of onomatopoeia with students on anchor
chart.

Read Swish Went the Fish by Kelly Roper. Model Students will identify sound
identifying onomatopoeia in the first stanza. Ask students devices used in poem. Students
to identify words in poem that are onomatopoeia. Record will share their ideas with the
students’ responses on an anchor chart. class.

Students will work in mixed

In small groups, students will compile a list of words ability groups to create a list of
associated with pirates, dinosaurs, and superheroes. words associated with their
Students will then role play a story/present their use of chosen topic. They will then
onomatopoeia to the class. share these with the class.
*Age-appropriate pedagogy*
Discuss how we know those words are onomatopoeia-
“how do you know?” Students will demonstrate their
understanding of onomatopoeia.
In pairs, students will play onomatopoeia game. Explain
the instructions of the game to students, modelling how to Students will practice identifying
onomatopoeia to consolidate
play. Students will record their word creations to share
learning.
with the class at the end of the activity.

3. Lesson Conclusion (concluding activities, review, check for learning)

Time What will you do What the learners will do
 Lesson review, final check for learning

Review learning with students by asking them to explain

onomatopoeia – Question “how could you describe Students can explain
onomatopoeia to another student/family member?” onomatopoeia.

Pack away for lunch

Lesson Evaluation
Were the learning objectives achieved? Why/Why not?

What worked well?

What could be improved for next time?