Writing With Onomy and Persony

A WebQuest for Grade 10 (English)

Designed by

Sitti Hayna S. Maruhom

sittihaynamaruhom@gmail.com

Introduction

“Cock-a-doodle-doo, Jamillah wake up it’s already morning, Cock-a-doodle-doo, cock-a-doodle-doo!”

the rooster shouted to wake Jamillah.
Unfortunately, Jamillah’s room is far from the barn so she cannot hear the rooster.
“Oh my gosh! It’s getting late and Jamillah is not yet up, I need to wake her up!” the clock beside
Jamillah’s bedside table said, she started moving her fingers and loudly said, “tick-tock! Tick-tock! Tick-
tock! Wake Up! Tick-tock!”
Finally, Jamillah wake up. She started stretching her arms; wipe her eyes and stand up to goes to the
bathroom.
“Splishhhh! Splaasshhh! Woooossshhh!Splissshhh! Splaaash! Wooosh! Spliissshhh! Splaaaash!
Wooosssh!” the shower excitedly sings as she cleans Jamillah.
After the shower, Jamillah starts to get dressed and eat her breakfast.

“Yum,yum,yum,yum,yum,” the cereals and milk dance and sing inside Jamillah’s mouth.

Jamillah kissed her parents “chup, chup “ goodbye and started walking to school.

“Stomp. Stomp. Stomp. Stomp. Stomp. Stomp.” Jamillah’s shoes happily sings, “I am going to school
with Jamillah,stomp, stomp, stomp.”

As Jamillah entered the school’s gate, “Kring. Kring. Kring. Time to go inside your room.
Kriiiiiinnnngggg.” Bell said to gathered all the students.
 Jamillah get inside and starts her day as always.

Onomatopoeia and Personification are just one of the family members of Figure of Speech. Sometimes
these two is confused and interchange.
There is a difference between these two terms. It is your job to find out their differences as my future
writers.
These story is an excerpt of the manuscript of the book that I am going to publish next year. A story that
uses and appreciate the beauty of using Onomatopoeia and Personification in making a short story.

The Task

“LET’S WRITE, WRITERS!”

I have a huge problem!

Someone stole my manuscript, and it contains copy of short stories created by the famous individuals.

I need your help.

The only remaining short story that I have is my creation. I just can’t make another one since it will require me a
lot of time, and I need to submit it by the end of the month.

The content of the short story that you will going to make for me is so simple, just includes examples of
Onomatopoeia and Personification.

Use Microsoft Office Word in writing the story. Font style is Times New Roman, and Font size is 12.

Thank you so much for helping.

The Process
“Follow Me, Writers!”

1. Group yourself into a group consisting of 8 members per group.

2. Now, read the story I have posted in the introduction.

3. Make a short story that contains at least 5 examples of Onomatopoeia and 5 examples of
Personification.

4. Post your answer in my website: http://sittihayna.educatorpages.com/

Resources
To help you understand Onomatopoeia and Personification, read the information given by site below:
https://www.merriam-webster.com/dictionary/onomatopoeia

http://www.dictionary.com/browse/personification
http://examples.yourdictionary.com/examples-of-personification.html

https://www.ereadingworksheets.com/figurative-language/poetic-devices/onomatopoeia-examples/

For my complete discussion of the topic, read it in my website: http://SittiHayna.educatorpages.com

Evaluation

Your story will be a great help for me. As a reward these will be counted as your formative assessment
in our class. You will be graded based on the rubric below:
 Basic Sound Thorough Extensive Score

1 2 4

Overly Story elements Combines story Skilfully combines

simplistic No may or may not elements all story elements
Content
clear reveal a around a around a controlling
controlling controlling controlling idea idea to reveal a
idea and/or idea/theme to thought provoking
theme reveal a theme
thought-
provoking
theme

Lacks a Provides a Develops a Skilfully develops

developed minimally standard plot plot line with
Plot and
plot line developed plot line with complex major and
Situation
line complex major minor characters
and and a definite
minor setting
characters
and a definite
setting

Fails to use Attempts to use Anecdotes, Anecdotes, sensory

details, details and/or sensory details details and examples
Narrative
anecdotes, anecdotes, and examples create a clear sense
Devices/ Story
dialogue, suspense, create a sense of the main
Details
suspense, dialogue, and of the characters’
and/or action action, characters’ thoughts, actions
but with thoughts, and
minimal actions and appearances
effectiveness appearances A A range of devices
range of devices such as suspense,
such as dialogue and action
suspense, (gestures,
dialogue and expressions)
action skilfully advances
(gestures, the plot, gives
expressions) insight into
advances the characters, and
plot, gives keeps the reader
insight into continually
characters, and
 keeps the informed/entertaine
reader d
informed/
entertained

Organisation Little to no Weak structure: Effective Skilful Structure:

structure: Exposition, structure: Strong, engaging
Exposition, sequencing of Engaging exposition Logical
conflict ideas in exposition and effective
and/or body and/or Logical sequencing of ideas
resolution/ resolution/deno sequencing of based on
denouement uement ideas purpose and
may not exist need some based on skillfully linked to
revision purpose and theme Resolution
May be linked and denouement
isolated to theme reinforce theme and
events with Resolution and give closure
weak denouement
sequencing reinforce theme
and give closure

Limited More precise Precise, Words or phrases

and detailed words
Word and vocabulary; powerfully convey
or
words may be accurate words the
Language
used are needed to phrases get
intended message
Choice inappropriatel convey a clear message across
and
y or message
and reveal
unnecessarily skillfully reveal
characters’
characters’ looks,
repeated looks,
actions, feelings,
actions,
reactions, and
feelings,
conversation
reactions,
• Academic
and
language,
conversation
 • Uses imbedded
academic throughout the
language to text,enhances story

enhance story

Writing Little or no • Some • Purposeful • Purposeful and

Strategies sense of understanding use of sentence innovative sentence
structure to enhance
Sentence sentence of sentence structure to
structure structure enhance intended effect
Fluency
intended
• Lacks • Limited use of • Skillful use of
transitions effect transitions
appropriate
transitions • Transitions within and across
connect ideas paragraphs
to connect
sentences within and
across
paragraphs

Conventions Limited Uses Year 10 Uses Year 10 Shows creativity and

level level
(Spelling, understandin flexibility when using
appropriate appropriate
Punctuation) g of Year 10
conventions; conventions to
level conventions;
enhance
errors errors are minor
appropriate
and do not meaning
occasionally
conventions
obscure obscure
meaning
meaning

Conclusion

Literature is sometimes considered boring by most of the students since it requires a lot. But through
these activity. I hope I give you the glimpse how beautiful it is knowing and using Onomatopoeia and
Personification in your writing.

(December 15, 2017)

SEMI-DETAILED LESSON PLAN IN ENGLISH 7
I. Objectives

At the end of the lesson, the students are expected to:

a. acquire new words and use in each sentence;
b. identify the characters and events in the story;
c. put in sequence the events in the story; and
d. write a summary of the story that will include characters, setting, conflict and resolution.
II. Subject Matter

Topic: Keesh by Jack London

Reference: American Stories by Jill Robbins, Ph.D.
Material/s:
1. Handout
2. Visual aids
3. Dictionary
III. Lesson Proper

A. Pre-reading
1. Motivation
The teacher will ask the students of how do they deal with problems in life.
2. Vocabulary Development
The students will give the meaning of the words below using a dictionary.
1. indigenous
2. Eskimo
3. Igloo
4. spear
5. whalebone
After knowing the meaning of the words, the students will use the words in sentence.
B. During-reading
1. The teacher will give the students a copy of the short story Kreshen by Jack London. The students will read
the story silently.
C. After-reading
.
a. The teacher will give the following questions for comprehension check.
1. Who was the main character in the story?
2. Who is the friend of the main character?
3. What was is the lesson that can be learned in the story?
b. Check answers of the comprehension test by asking the students to exchange papers.
IV. Evaluation
The teacher will divide the class into five groups and each group will have to role play the specific scenes
from the short story.
V. Assignment
Answer the following
1. Summarize the story in your assignment.
2. If you are the main character, how will you end the story?
3. What lesson did you learned from the story?
SEMI-DETAILED LESSON PLAN IN GRADE 8
I. Objectives

At the end of the lesson, the students are expected to:

a. Identify the characteristics/attitude revealed in the poem.
b. Analyze the elements of the poem, the title , the message, mood and tone.
c. Summarize the poem entitled “Yes, I am an African child” based on their own interpretation of the text.
II. Subject Matter

Topic: Yes, I am an African child

Reference: An Introduction to Asian Literature by Maria Teresa Caladad
Material/s: Manila Paper
Pentel Pens
Hand-outs
III. Procedure Execution

A. Motivation
Ask the students if they have experienced discrimination or they have experienced being discriminated.
B. Abstraction:
Asks the students to read the poem, „Yes, I am an African child‟. Let them explain their own understanding
about the poem.
African Child
I am an African child Plus the freedom to be me
Born with a skin the colour of And I will build you a wind mill
chocolate I am an African child
Bright, brilliant and articulate We are the new generation
Strong and bold; I’m gifted Not afraid to be us
Talented enough to be the best Uniquely gifted, black and talented
I am an African child Shining like the stars we are
Often the target of pity We are the children of Africa
My future is not confined to charity Making the best of us
Give me the gift of a lifetime; Yes! I am an African child
Give me a dream, a door of
opportunity;
I will thrive
I am an African child
Do not hide my fault
show me my wrong
I am like any other;
Teach me to dream
And I will become
I am an African child
I am the son, daughter of the soil
Rich in texture and content
Full of potential for a better tomorrow
Teach me discipline, teach me
character, teach me hard work
Teach me to think like the star within
me
I am an African child
I can be extra-ordinary
call me William Kamkwamba the
Inventor;
Give me a library with books
Give me a scrap yard and discarded
electronics
Give me a broken bicycle;
C. Analysis:
Why is entitled “Yes, I am an
African child”
What do you think is the
message of the poem?
As a student, how do you deal
with discrimination?
SEMI-DETAILED LESSON PLAN IN TEACHING FORMAL SILENT READING
I. Objectives

At the end of the lesson, the students are expected to:

1. Focus Skill
a. Read critically the short story „The last judgement by Karel Capek;
2. Support Skill
b. identify the meaning of words through context clues
c. read the selection silently; and
d. answer the questions from the text correctly.
II. Subject Matter

Topic/s:
1. The Last Judgement by Karel Capek; and
2. Formal Silent Reading
Reference:
Tomeldan, et. al.(1986). Prism, An Introduction to Literature Manila: National Bookstore
Material/s:
1. Projector
2. Laptop
3. Piece of Papers
4. Manila papers, and
5. Pentel pens
III. Lesson Proper

A. Routine
a. Prayer;
b. Checking of Attendance
c. Checking of classroom attendance
B. Motivation
“Find the Killer”
I will ask the three students to volunteer; these volunteers will act as suspects of a murder. Each
volunteer/suspect will deliver their alibi in front of the class regarding the murder and the class will
have to identify who the killer is using or analysing the alibis of the suspects.
C. Vocabulary Development
Read the following sentences then give the meaning of the underlined word in each sentence through
context clues.
1. Osama Bin Laden was a notorious man.
2. The three judges have severe and austere faces.
3. The prisoner killed his inmate in a brawl.
4. We cannot avoid death. It is inevitable.
5. God‟s love for us is infinite.
D. Presentation
1. Unlocking Difficulties
The teacher will introduce formal silent reading and give its mechanics and guidelines to the
students.
2. Pre-reading (Motive Questions)
a. If you were a judge, would you forgive murderer knowing there is a kindness in his heart?
3. While-reading
The teacher will ask the students to read the selection silently. While reading, the teacher will flash
the letters on the screen for the time equivalent. Once the student is finished reading, the teacher will
record the letter on the paper and wait until the whole class has finished reading the text.
4. Post-reading
a. The teacher will give the following questions for comprehension check.
1. Who was the main character in the story?
2. Who stood as witness?
3. Give three sins he committed?
4. How many people did he kill?
5. What was the judge‟s sentence?
b. Check answers of the comprehension test by asking the students to exchange papers.
IV. Evaluation
Inside the court room!
The teacher will divide the class into five groups and each group will have to role play the specific
scenes from the short story.
V. Assignment
Answer the following questions on your notebook.
1. Explain the line „Man is not worthy of divine judgement‟.
D. Application:
Each group will give their own interpretation of the line “Teach me to think the star within me”
IV. Assessment/Evaluation
Write the reflection about the poem (insights, lessons learned and relate it to your personal
experiences.)
SEMI-DETAILED LESSON PLAN IN ENGLISH III REMIDIAL INSTRUCTION
I. Objectives

At the end of the lesson, the students are expected to:

a. acquire new words and use in each sentence;
b. identify the characters and events in the story;
c. put in sequence the events in the story; and
d. write a summary of the story that will include characters, setting, conflict and resolution.
II. Subject Matter

Topic: Elements of the story

Reference: The last leaf by O. Henry
Material/s:
1. Handout
2. Painting
3. Visual aids
4. Dictionary
III. Lesson Proper

A. Pre-reading
1. Motivation
The teacher will show a painting and ask the students if they had ever painted and what do they think
the painting is all about.
2. Vocabulary Development
The students will give the meaning of the words below using a dictionary.
1. approach
2. pacumonia
3. vine
4. survive
5. masterpiece
After knowing the meaning of the words, the students will use it in a sentence.
B. During-reading
1. The teacher will give the students a copy of the short story The Last Leaf by O‟Henry. The
students will read the story silently.
C. After-reading
.
a. The teacher will give the following questions for comprehension check.
1. Who was the main character in the story?
2. Who is the friend of the main character?
3. What was is the lesson that can be learned in the story?
b. Check answers of the comprehension test by asking the students to exchange papers.
IV. Evaluation
The teacher will divide the class into five groups and each group will have to role play the specific
scenes from the short story.
V. Assignment
Go over the short story again. In your assignment notebook, write an essay based on the guide
question below.
1. What can you say about the friendship of Johnsy and sue?
2. What is the most caring actions your friend did for you?
3. what are you willing to do for your friends?
SEMI-DETAILED LESSON PLAN ABOUT READING A DISCUSSION TEXT: EMAIL