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Block 2

Kayla Harrison, Rachael Schupak, Megan Solmen

Rowan University

Lesson Plan

Book Summary: The book used for this mini-lesson is Froggys Baby Sister by Jonathan
London. In this book, Froggy thinks he is going to be having a baby brother. He is surprised to
find out he has a baby sister, instead. Froggy tries to take care of his sister, without realizing she
is not old enough to do the things he wants her to do. Froggy learns that taking care of his baby
sister is a lot of hard work.

Rationale: Froggys Baby Sister can be used for the purpose of teaching onomatopoeias because
Jonathan London uses this device to create sound and humor in his works. For example, in
Froggys Baby Sister, rrrrriiiipppp represents the sound of a diaper being removed.

Objective: Students will be able to look at a picture and determine an appropriate onomatopoeia
for the scene featured. Once students determine the onomatopoeia, they will be able to write it in
the space provided.

The teacher will introduce onomatopoeias to the students by explaining that
onomatopoeias are words that represent a sound, just like the ones written on the board. The
students will learn that onomatopoeias are used to create a more vivid image in the readers
mind. The teacher will find examples of onomatopoeias from the book, Froggys Baby Sister.
While reading this story, the teacher will point out different onomatopoeias and explain why they
are used, and what they are representing. For example, the teacher would explain that the sound
of a frog hopping is represented as flop flop flop. The teacher will show a picture and write a
corresponding onomatopoeia. A picture will be of a car crashing, and the teacher would write
crash! as the onomatopoeia.

Application: The students will receive different passages Froggys Baby Sister, that have
onomatopoeias. Where the onomatopoeias are, they will be covered up so the students cant see
them. The students will have to create an onomatopoeia that goes along with the passage. They
will then reveal the one used in the text, and compare/contrast their answer. For example they
will have the passage, Soon, Polly was sitting on Mommys lap sucking on a bottle of fly mush
- slurp, slurp, slurp. Slurp, slurp, slurp will be covered, and the students could come up with the
onomatopoeia gulp, gulp, gulp. They will reveal the onomatopoeia in the text, and compare with
what they had.

Effectiveness of the Lesson: In order to assess students understanding of onomatopoeias, they

will be required to share their onomatopoeias with the class. If they are able to properly identify
an onomatopoeia, the lesson is effective.