Lesson Summary: Students brainstorm examples of alliterative names from books and movies, and onomatopoeia words. Students read a poem, circling rhyming words and labeling the rhyme scheme. Advanced students write an onomatopoeia poem about a school activity. Struggling students collaborate on a poem using onomatopoeia weather sounds.
Lesson Objectives:
The students will know…
· that poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.
The students will be able to…
· understand, make inferences, and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.
Learning Styles Targeted:
Visual / Auditory / Kinesthetic/Tactile
Pre-Assessment:
1) Review internal rhyme—a rhyme created by two or more words in the same line of verse. Then offer examples of poems and/or song lyrics containing internal rhyme. Ask volunteers to read, emphasizing the rhyming words.
2) Write a short poem on the board. Ask students to use capital letters to identify the rhyme scheme. They should start by labeling the first line with an “A.” Then they should label each line that ends with a word that rhymes with the first line with another “A.” The next line that ends with a word that doesn’t rhyme with the first line should be labeled with a “B,” and so on.
Whole-Class Instruction
Materials Needed: copies of “The Brothers”* and pens or pencils
Procedure:
Presentation
1) Write a tongue twister on the board as an example of alliteration and read together as a class:
Peter Piper picked a peck of pickled peppers. A peck of pickled peppers Peter Piper picked. If Peter Piper picked a peck of pickled peppers, where’s the peck of pickled peppers Peter Piper picked?
1) Ask students to offer examples of alliterative names from books and movies. Start them off with the following examples: King Kong, Roger Rabbit, Rose Red.
Guided Practice
3) Remind students of the definition of “onomatopoeia”: a word that sounds like the object it names or the sound the object makes.
4) Ask the class to brainstorm a variety of onomatopoeia words such as noises animals make (meow, woof, baa, chirp, honk, moo, oink, buzz) and sounds people make while eating (slurp, gulp, glug, gurgle, smack, belch).
Independent Practice
5) Distribute copies of “The Brothers”* and have students read the poem aloud. Ask them to circle the rhyming words. Which key words in the poem are repeated? (golden sands, fame, brothers) Then tell students to label the rhyme scheme. (A, B, C, B)
Closing Activity
6) Ask students to share a creative alliteration by pairing an adjective with a noun that both start with the same sound, such as “wrinkled wrestler.”
Advanced Learner
Materials Needed: paper and pencil
Procedure:
1) Ask students to create a list of onomatopoeic words they might encounter at a school activity, such as a sports event, band practice, or on the playground. Then tell them to use these various sound effects to write a poem about their chosen activity.
2) Encourage students to read their onomatopoeic poems to the class, emphasizing the sounds associated with the actions.
Struggling Learner
Materials Needed: poster board and markers
Procedure:
1) Together as a group, challenge students to brainstorm as many onomatopoeic weather sounds as they can think of in a 3-minute time period.
2) Have students collaborate on a weather poem using as many of these words as possible, and then create posters that illustrate the poem.
*see supplemental resources
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