Onomatopoeia Poetry Lesson Plan – Year 3/4

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Summary of Lesson Plan:

This lesson introduces students to the use, purpose and importance of onomatopoeia in poetry. It is to be taught as part of a unit of work on poetry and was designed for a year 3/4 composite class. It has been tested and worked well and was found to be very engaging.

Australian Curriculum Links:

Year 3:

  • 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)

Year 4:

  • Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)

Lesson Plan Sequence:

Introduction:

  • Explain to students that they will be learning about onomatopoeia in poetry.
  • Play the youtube video ‘Onomotopoeia’ by Mindy Bauer to students.
  • Students turn to a partner and discuss what they think onomatopoeia is. Students share their ideas with the class.

Body:

  • Explain that onomatopoeia is the use of a word or words which sounds like what they are describing. E.g. crash, buzz, smash, woof. Inform students that onomatopoeia is often used in poetry because it is so descriptive and helps us to imagine what is happening in the story or scene of the poem.
  • Brainstorm onomatopoeia words from the youtube video, as well as any other onomatopoeia words students can think of.
  • Explain and discuss some of the different types of onomatopoeia words. E.g. words related to air, animals, collisions, voice, water, etc.
  • Hand out the ‘Onomatopoeia – poetry’ student worksheet and read the ‘Poems and poem extracts’ section. Students underline the onomatopoeia words in each poem one at a time and go through it as a class on the smartboard.

Conclusion:

  • Read the ‘Your turn!’ section of the ‘Onomatopoeia – poetry’ student worksheet. Students create their own poem using onomatopoeia.
  • Students share their poems with the class.

Assessment:

  • Annotation of student onomatopoeia poetry.
  • Anecdotal notes of students recorded during observation and discussion.

Resources:

[wpfp-link]

 

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