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SWBAT recognize and interpret figurative language in context.

Big Idea

How does learning about onomatopoeia help us find meaning in the texts we read?

Introduction to Onomatopoeia

20 minutes

This unit's purpose is to give students opportunities to understand an author's choices for using literary devices and how those choices add meaning to the text, which falls in line with the underlying idea of the Craft and Structure standards in the Common Core ELA framework.  Because my students encounter complex figurative devices in the higher level texts that they read (many of my students are reading above grade level at this point), I chose literary devices related to reading standard 4 that I deem appropriate for my class of deep, philosophical intellectuals.

As we follow the sequence of my Figurative Language Flipchart, students learn that figurative language is a non-literal way of getting a point across.  They discuss how their family and the media uses figurative language.  Applying their knowledge to real world situations make learning meaningful and engaging for students.  Today's focus is onomatopoeia.  Most students are familiar with this concept, as they watch media that contains this type of imagery.  One student brings up his favorite super hero, Batman.  We talk about how effective and appealing to the senses this type of literary device is, especially for cartoons.  I show students a video that contains onomatopoeia (see source).  We reflect on what we learned at the end of this Onomatopoeia video.

Practice with Text

15 minutes

I read aloud a several poems from a Poetry Website to students, asking students to pay attention to examples of onomatopoeia within the poem.  I projected the poems on my Promethean board as I read them out loud a second time.  Then, I model highlighting the sections of text to identify one or two onomatopoeias within the poem.  I ask students to identify more examples of onomatopoeia in the poem and use an Onomatopoeia Form to write these examples.  We then share our findings to the class and discuss the characteristics of their onomatopoeia. Students use a variety of poems such as: Kaboom Poem, Crack an Egg Poem, Falls Poem.

Students need ample practice to identify and analyze onomatopoeia in text.  Our discussion centers on the idea that poetry can use hyperbole to heighten sensory images and understanding of text.  These concrete samples help students understand the context in which onomatopoeia is used as well as its intended purpose to create audible sounds that the reader can hear through text devices.

My Own Onomatopoeia

20 minutes

Using Figurative Language Rubric and Cooperative Learning Rubric to guide this process, students work in cooperative teams to create up to five sentences that uses Onomatopoeia in its context.  Resources such as laptops, books, magazine articles, and videos are available for students to use to find examples of Onomatopoeia.  Each team member is held responsible for contributing ideas to the group.  Students are informed that they will present their creations to the class at the end of this activity.  I circulate and assist as needed, but allow students to converse and problem solve independently.

Sharing Out

20 minutes

Students from each team present their sentence creations using Onomatopoeia in context.  Each team presented a onomatopoeia student sample as well as a onomatopoeia presentation.  The audience rates them using the Figurative Language Rubric.  We discuss concerns and resolve issues that the teams may have using the cooperation rubric.