Name: Courtney Brassard Cohort: C2

Lesson Plan
Lesson Title: Onomatopoeia Comic Strips Grade: 6/7 Date: Monday December 3rd

Subject/Strand: Language Arts Location: Classroom Times: 11:05-11:55 & 2:15-3:00

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
In this lesson, students will be learning about onomatopoeias and their use in writing. Students will listen to different sounds effects in
various pieces of text and have to guess what sound they are listening to. Students will then use the website Pixton to create their
own comic strips. Students will add three different examples of onomatopoeias into their comic strips. The big idea is to get students
familiar with why onomatopoeias are added into writing.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Grade 6: Grade 7:
2. draft and revise their writing, using a variety of informational, 2. draft and revise their writing, using a variety of informational,
literary, and graphic forms and stylistic elements appropriate for the literary, and graphic forms and stylistic elements appropriate for the
purpose and audience; purpose and audience;

1.Creating and Presenting: apply the creative process (see pages 19– 1.Creating and Presenting: apply the creative process (see pages 19–22)
22) to produce art works in a variety of traditional two- and three- to produce art works in a variety of traditional two- and three-
dimensional forms, as well as multimedia art works, that dimensional forms, as well as multimedia art works, that communicate
communicate feelings, ideas, and understandings, using elements, feelings, ideas, and understandings, using elements, principles, and
principles, and techniques of visual arts as well as current media techniques of visual arts as well as current media technologies
technologies
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
Grade 6: Grade 7:
2.3 use some vivid and/or figurative language and innovative 2.3 regularly use vivid and/or figurative language and innovative
expressions to enhance interest (T/C) expressions in their writing (e.g., a wide variety of adjectives and
adverbs; (T/C)
2.7 make revisions to improve the content, clarity, and interest of
their written work, using a variety of strategies 2.7 make revisions to improve the content, clarity, and interest of their
written work, using a variety of strategies
D1.1 create two-dimensional, three-dimensional, and multimedia art
works that explore feelings, ideas, and issues from a variety of points D1.1 create two-dimensional, three-dimensional, and multimedia art
of view works that explore feelings, ideas, and issues from a variety of points of
view
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will learn… Today I will learn…

 About onomatopoeias and their use in pieces of  About onomatopoeias and their use in pieces of text
text

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ X] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can… I can…
 Create a comic strip using 2 kinds of onomatopoeias  Create a comic strip using 2 kinds of onomatopoeias
  Explain how onomatopoeias add detail into writing  Explain how onomatopoeias add detail into writing

Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format

Do Students will be creating comic strips where Students will be assessed on their comic
they will be adding onomatopoeias into their strips and the use of onomatopoeias in the
comic strip.
comic strip.

STEP 3: CONSIDERATIONS FOR PLANNING

Prior to this lesson….
Students have previously learned about the different types of figurative language and their meanings.
I.E.P. program implications: Accommodations, Modifications
Daniel and O’Shea can use their computers to write out their own poems.

Differentiation: Content, Process, Product, Environment, Assessment

Content: Students will be learning about onomatopoeias with the use of sound effects and comic strips.
Process: Students will be given two work periods to complete their comic strips.
Product: Students will use a computer to create their comic strips.
Assessment: Students can also draw their comic strips if that is preferred.

Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation

Responsibility: The student completes and submits class work, homework, and assignments according to agreed-upon timelines
Organization: The student establishes priorities and manages time to complete tasks and achieve goals
Initiative: The student demonstrates curiosity and interest in learning.
Self-Regulation: The student seeks clarification or assistance when needed.

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)

Figurative Language:
Personification: Giving human characteristics to inanimate things
Hyperbole: an exaggeration used to make or prove a point
Idiom: a word or phrase that means something other than what is actually being said
Alliteration: When two or more words begin with the same initial sound
Cliché: a phrase or expression that is overused
Onomatopoeia: words that make sounds
Similar: a comparison of unlike things using “like” or “as”
Metaphor: a comparison of unlike things that says something is another thing

Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

Chromebooks / Pixton website

Paper to organize thoughts
Sound effect videos

Three Part Lesson
What Teachers Do: Write the lesson description with enough
detail that another teacher could replicate the lesson without a
personal discussion. Prompts and guiding questions are
required in each section.
Identify what the students are expected to think about or do.
What Students do: Identify what the students are expected to
think about or do (in terms of learning processes).
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 10 minutes

The teacher will play different sound effects in writing. Students will listen to different types of sound effects in various
pieces of writing.
Students will have to guess what they think the sound effect
represents. Students will guess what they think the sound effect represents.

Ask students: Students may respond:

-Why do authors add onomatopoeias into their writing? -Authors add onomatopoeias into their writing to make the stories
-What does it add to a piece of writing? sound more realistic, such as adding SLAM when a door closes.

Ask students if they can think of any examples where they saw Students can share different examples where they have seen
onomatopoeias in a piece of writing. onomatopoeias into their writing.

Students can share some examples.

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 35 Minutes
Students will grab a Chromebook.
The teacher will have the link on the board for students to join
the classroom on Pixton. Students will type the provided link into an internet browser to get
onto Pixton.
Students will grab a Chromebook and type the link into an
internet browser. Students will be told that they will be creating comic book strips
where they need to add onomatopoeias into their comic books.
Students will be creating comic book strips using the templates
provided. Students will need to have three different examples of
onomatopoeias into their comic strips.
Students will be told that they have to make a comic strip using
three examples of onomatopoeias. Students can ask for help if needed.

The teacher will circulate the classroom to ensure students are Students will have two work periods to complete their comic
on task. strips.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 5 Minutes

Students will be given an opportunity to share their comic strips Students will be given an opportunity to share their comic strips
with the class. with the class.

Students will show where they used onomatopoeias in their Students can share where they used onomatopoeias and why they
comic strips. chose that specific example.

Students will share their final product with the teacher to be Students will submit their comic strips to the teacher to be
assessed. assessed.
Extension Activities/Next Steps (where will this lesson lead to next)
The next lesson will lead students into learning about alliterations.
Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of
expectations?
2. How did my lesson transform students from
“passive listeners” to “active participants”?
3. Was my behavior management technique
effective? Why?
4. Were students able to transition to the next
activity successfully?
5. How does the lesson provide a meta-
cognitive opportunity for students to address
their own learning?

Instructional Strategy
1. Was my motivational technique (hook)
effective? Why?
2. What will I do to improve questions? Was a
balance between teacher and student talk
evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively
demonstrating knowledge?
4. How did I provide modeling, guided &/or
independent practice?
5. Was my behavior management technique
effective? Why?
6. Were students able to transition to the next
activity successfully?
Professional Educator
1. What factors may have influenced the success of
this lesson? Did I note and respond to these elements
appropriately?
2 How might I improve the effectiveness of my
teaching for my next lesson?
3 What additional proactive management step(s)
should be considered for subsequent lessons? Why?
4 What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5 How is my growth as a professional being
demonstrated?