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Objectives Students will understand the concept of onomatopeia and be able to use them in writing. Language Students will be able to identify onomatopoeia and differentiate between verbs and adjectives using sentence stems and a word bank.
Introduction 2 minutes Play a short audio recording from the Onomatopoeia video linked in the Related Media section to demonstrate several common sounds i. Explain that these are common sounds we hear every day.
Tell students that there are words that imitate the sounds they describe. These "sound words" are called onomatopoeia. Write this key term as a heading on a piece of chart paper with the sub-heading "sound words. This is the start of a word bank that will be used throughout the lesson.
Tell students that today they will be learning to identify onomatopoeia in texts. Building academic language Word 10 minutes Read a picture book aloud that contains onomatopoeia, like Mr. Invite students to repeat sound words aloud as they arise in the book.
After the book is finished, have students turn and talk to a partner to list as many sound words as they can remember from the book. Then, call on volunteers to suggest sound words that can be added to the word bank.
Explain that some sounds have more than one word to describe them. Give the example of rain, which is associated with the onomatopoeia "dibble dopp" in the book.
On the word bank, write other onomatopoeia that are associated with rain, like "pitter patter" or "drip. Give an example like "chirp," which could describe the sound a bird makes or the sound a cricket makes. Remind students that the onomatopoieas they are learning about are the English words for sounds, but in other languages, the same sounds may be written or verbalized in a different way.
Give an example, such as in Spanish a dog says "guau. Tell students that they will be working together to create a visual glossary for some of the sound words they've learned. Hang up an empty pocket chart and explain to students that they will be playing a "mingle game" in order to build the visual glossary.
Hand out one card from the Visual Glossary Card worksheet to each student. Tell students that some people received a picture card and some received an onomatopoeia.
Model the activity for students i. Explain that students should study their own card and think of possible matches before finding their partner. Instruct students to stand up and walk around the room, looking for the person who has a card that matches their card. Give a reminder that each pair of students will have one picture and one onomatopoiea.
Once students have found their mingle partner, tell them to place their matching cards together in the pocket chart. When the mingle game is complete, there will be a visual glossary for twelve common sound words.
Sentence 10 minutes Explain that onomatopoeias can be used as different parts of speech, including verbs action words and adjectives words that describe a noun. Show students the Vocabulary Cards worksheet to review the definition of each part of speech. Point to the word "quack" on the visual glossary and explain that, by itself, this is just a sound word.
But when we see it in a text, the onomatopoeia will often be used as a part of speech to form a complete sentence. Use the word in a sentence, like "The duck quacks loudly. It tells what the duck is doing, so it is being used as a verb.
Write another sentence, like "The quacking duck followed me home. Discuss the difference between the verb and adjective form of the onomatopoeia: Ask students to study the two sentences and think about how the onomatopoeias are different in each.
Tell students to turn and talk to a partner about their observations. Offer sentence stems to support the discussion, such as, "When the word is used as a verb, it Hand out the worksheet Onomatopoeia Practice and display a teaching copy.
Direct students to look at the second section. Read the instructions aloud. Instruct students to work with a partner to complete only that section of the worksheet.On the word bank, write other onomatopoeia that are associated with rain, like "pitter patter" or "drip." Likewise, some onomatopoeias are associated with more than one thing.
Give an example like "chirp," which could describe the sound a bird makes or the sound a cricket makes. Writing about yourself presents a great opportunity to differentiate your profile from the pack in any matrimony site.
Most of the matrimony profile are created by parents and, as expected, it becomes obvious when you read the profile. Using onomatopoeia is a fun way to bring the reader into your poetry or writing.
This list of examples of onomatopoeia does not include all of the onomatopoeic words in . For example, in the sentence 'The poet Tennyson used onomatopoeia as a linguistic device' (see an example of Tennyson using onomatopoeia below).
Onomatopoeia and its derivative words The adjective onomatopoeic is used in the sentence: "Woof is an example of an onomatopoeic word.".
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