ECS 300 Lab

Gerry Cozine
February 29, 2016
Heather Hinks
1
Lesson Plan:
Subject: ELA
Lesson Length: 45-minute block
Topic: Onomatopoeia (figure of speech/imagery)
Outcome: CC6.3 Use pragmatic (e.g., function and purpose), textual
(e.g., paragraphs), syntactic (e.g., complete sentences with
appropriate subordination and modification), semantic/
lexical/morphological (e.g., figurative words), graphophonic (e.g.,
spelling strategies), and other cues (e.g., appropriate volume and
intonation) to construct and to communicate meaning.
Objective: Students will be able to understand and give examples of
onomatopoeia, they will understand the importance of extending
sentences and how to do it, and will recognize a run-on sentence and
know how to fix it.
Indicators: Semantic/Lexical/Morphological: Use words that are
appropriate for audience, purpose, and context; avoid overused and
misused words (e.g., really good); use reference tools to determine
meaning of words; use words figuratively (e.g., personification, similes,
and metaphors) and for imagery; correctly spell common words; use
Canadian spelling; use a variety of strategies and resources to learn
the correct spelling of words.
Assessment: Worksheet
Pre-requisites:
Lesson Preparation: Handouts for students
Set: Begin class by having students explain different sensory parts. (3
minutes)
Lesson Presentation:
1. Ask students what kind of sounds you would hear on a farm. If
students are saying things like cows ask students what sound a cow
makes. Use this for every time a student says an animal or vehicle and

ECS 300 Lab

Gerry Cozine
February 29, 2016
Heather Hinks
2
not the sound an animal or vehicle would make. For each example of
the sound an animal or vehicle write it on the board. (5 min)
2. Explain to students that all these words are onomatopoeia words.
Explain to students that onomatopoeia is a word that imitates the
sound that something makes. It is the written version of the sounds we
hear. (5 min)
3. Ask students if they understand or have any more questions. (Take
no longer than 2 minutes. Work one-on-one during hand out if a
student still does not understand)
4. Handout work sheet and explain to students what they have to do.
Tell students they have to work quietly and independently. Tell them to
get as much done as they can. If they do not finish by the end of 10
minutes, it is okay. Walk around and help students or talk to students
about what they are writing (10 minutes)
Closure: Call attention back to teacher. Explain to students that I will
randomly call on students to read the sentences they wrote and what
word they circled. Ask students if they have any more questions about
onomatopoeia. Tell students that we will line up for Phys Ed. Ask
students to hand in their worksheet as they leave for the gym. (10
minutes)

Classroom Management:
1. Make sure class is quiet before starting.
2. Call on students that have their hand raised while talking about.
3. Tell students how long they will get to work on the worksheet (10
minutes).
4. Tell students to work quietly on the worksheet. Remind students
that become noisy or off task by coming up beside them and
asking how the worksheet is going. DO NOT single out a student
that is being noisy.

ECS 300 Lab

Gerry Cozine
February 29, 2016
Heather Hinks
3
5. Tell students when there will be five minutes left.
6. Explain that I will call on students randomly to give their
sentences and words they have circled. Come back to a student
that is struggling.
7. Get students to work on their journals when the lesson is done.

Professional Development
Giving Clear Directions:
Detailed explanations to have minimal questions

Check for understanding

Personal:
Teach to the whole class not just the front row

ECS 300 Lab

Gerry Cozine
February 29, 2016
Heather Hinks
4