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Student: Lisa Maley

Professor: David Sills

Course: EDU 329

Date: April 7, 2015

Grade: 6

Content Area: ELA

Topic: Onomatopoeia


After reading several comic strips from The Essential Calvin and Hobbes by Bill Watterson,
students will draw a four panel comic strip that contains at least 3 examples of onomatopoeia.
ELA & Literacy Standard (CCS): Vocabulary Acquisition and Use:
Demonstrate understanding of figurative language, word relationships, and nuances in word
Indicator: This will be evident when students draw and present their comic strips to the class.
MOTIVATION (Engaging the learner (s)*)
To start the lesson, I will write onomatopoeia on the board, but I wont explain it. I will bring in a
Fisher Price See n Say. I will spin the handle and have the children write down what the cow,
sheep, or dog says on the board (moo, baa, woof). I will tell them that they are already
masters of onomatopoeia without even realizing it.
Fisher Price See n Say
Construction paper
The Essential Calvin and Hobbes
STRATEGIES (Learning Strategies*)
Auditory Learning: The teacher will engage the student through sound clips to better understand
what an onomatopoeia is.
Group Discussion: The teacher will engage students during a group discussion by reading
cartoons and asking students to come up with other examples of onomatopoeia.
Artistic Expression: Students will strengthen communication skills by learning to express
themselves in different mediums.
ADAPTATIONS (Exceptionality*)

The student who is an English Language Learner will receive a list of common
onomatopoeia along with an illustration to go with each to better explain the concept.

Tier I: Students will draw a four panel comic strip that contains at least 3 examples of
onomatopoeia. Students will be provided with a list of common onomatopoeia, as well as the
opportunity to use The Essential Calvin and Hobbes as a reference.
Tier II: Students will draw a four panel comic strip that contains at least 3 examples of
Tier III: Students will draw a four panel comic strip that contains at least 3 examples of
onomatopoeia. Students will then write several sentences describing what occurred in their
comic strip.

Students will listen to the teacher read several different comic strips (How does
onomatopoeia make literature more interesting? How does onomatopoeia enhance our
understanding of literature?)
Students will review with the teacher different types of onomatopoeia (Do all animals
make the same noise? Does an explosion sound like a kettle boiling? Are onomatopoeia
the same in every language?)
Students will brainstorm ideas for their comics as a class (What kind of stories can use
onomatopoeia? What must happen in a story to be able to use onomatopoeia?)
Students will draw their own comic strip about a topic of their choosing (How can we
check to make sure a word is an onomatopoeia? Is the story in sequence? Why are
comics especially useful to display onomatopoeia? What sounds are hard to translate
into words?)
Students will read their comic strips to the class.
ASSESSMENT (artifacts* and assessment [formal & informal]*)

Students will successfully create a comic strip that contains at least three examples of
onomatopoeia, and the action of the comic strip will be sequenced correctly.
Following the lesson on onomatopoeia, students will look at an old essay that they completed
and try to see where onomatopoeia could be added to make the story more interesting.
Direct Teacher Intervention: The teacher and student will, together, come up with a list of
onomatopoeia that the student can refer back to, and then the teacher will share a student sample
with the struggling student so he or she can get a better grasp on the concept.

Academic Enrichment: The students will try to stump the teacher by making or describing
sounds that are hard to visualize, and the teacher will then write the appropriate onomatopoeia on
the board.