target lesson # directions€¦ · onomatopoeia in your writing. onomatopoeia is a figure of...
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SAUSD Onomatopoeia
Target Lesson #3D.1 Directions
Objective: Using onomatopoeia to add interest and
variety to writing.
Materials Needed: Guided Practice sheet (for display – not copied)
Hook (text): Excerpt from Puddles by Jonathan
London
Model: Say: Today we will discuss how to use
onomatopoeia in your writing. Onomatopoeia is a
figure of speech. It is using words that sound like what they mean.
Some examples would be animal sounds like moo, meow or squeak.
Can anyone think of some other animal sounds? Give the children
time and write down their suggestions.
Another example would be words for noises like creak, clank or
clang. What are some noises you can think of? Again, write down
their suggestions.
Listen for examples from this story. Display the excerpt and
underline the examples the children point out.
Guided Practice: Display the Guided Practice page. Choral read
the first sentence and the examples. On a separate sheet of paper,
have the students rewrite the sentence using one of the examples.
Continue with the remaining sentences. Ask the students how
adding the onomatopoeias made the sentences more vivid. Then
show them the list of categories, and together come up with a sound
or sounds for each.
On their own: Have the students write three more sentences on their own
using the categories and sounds from the list you created together.
Seal it: Students should use onomatopoeia in their own writing.
SAUSD Onomatopoeia
Guided Practice
Read each sentence and the onomatopoeia choices. Rewrite each
sentence.
1. The wind blew.
Examples: whooshed, screeched, wailed
New sentence:_____________________________________.
2. The waves came ashore.
Examples: crashed, smashed, roared
New sentence: ____________________________________.
3. He heard the bell.
Examples: clank, clang, tinkle
New sentence:_____________________________________.
SAUSD Onomatopoeia
Categories
bacon cooking:
a motorcycle:
a friendly dog:
a happy cat:
a doorbell:
thunder:
a rattlesnake:
a baby bird:
eating ice:
popcorn popping:
Now write three sentences on your own.
1. ____________________________________________
___________________________________________.
2. ____________________________________________
___________________________________________.
3. ____________________________________________
___________________________________________.
SAUSD Similes
Target Lesson #3D.2 Directions
Objective: Using similes to add interest and variety to writing.
Materials: copy of “Simile City”, a three minute play by Melissa
Forney, Guided Practice page (for display – not copied), OCR
Reteach pg. 173 (optional)
Hook: Have two students perform the play, “Simile
City”.
Model: Say: Today we will discuss how to use similes in your
writing. As you heard in the play, a simile is a comparison between
two things using the words like or as. What were some of the
similes you remember from the play? Post a copy of the play for
everyone to see. As students name the similes, underline them.
Guided Practice: Display the practice page. You do not need to
copy this. Choral read the before examples and the possible simile
choices. On a separate piece of paper have the students recopy the
sentence with one of the simile choices, or they can make up their
own. Share out and continue with the other two sentences. Ask the
students how the similes made the images more vivid. Ask them
what the two things being compared have in common, and how they
think this will help with their own writing.
On their own: Using the three sentences at the bottom of the
practice page, have students create their own similes and share out.
Seal it! At another time – later in the day or the next day – read a
book containing similes and have the children respond in some way
as they hear the similes. Optional texts: Owl Moon by Jane Yolen,
Diary of a Worm or Diary of a Spider both by Doreen Cronin.
SAUSD Similes
Guided Practice
Rewrite the sentences with one of the simile choices to create
a new sentence.
1. The moon was round.
Choices: like a pancake, (as round) as a ball, like a flying
saucer
New sentence:___________________________________
_______________________________________________
2. The sun was yellow.
Choices: like a lemon, like gold, (as yellow) as butter
New sentence: ___________________________________
_______________________________________________
3. He jumped.
Choices: like a frog, like a kangaroo, like a flea
New sentence:___________________________________
_______________________________________________
On Your Own
1. She screamed.
2. He ran fast.
3. She swam.
Giv
e O
ne, G
et
One
! (O
nom
atopoei
a)
Fin
d s
omeo
ne w
ho
can…
…!
_
__
__
__
__
are
you
able
to
__
__
__
__
__
_?
Yes
, I
am
able
to
__
__
_. O
r
No,
I’m
not
able
to
__
__
_, but
I c
an _
__
__
__
__
__
__
_.
Wri
te a
n exam
ple o
f
onom
atop
oeia
fro
m t
his
nou
n.
_
__
__
__
__
__
__
__
__
__
_
Wri
te a
n exam
ple o
f
onom
atop
oeia
fro
m t
his
nou
n
__
__
__
__
__
__
__
__
__
__
Wri
te a
n exam
ple o
f
onom
atop
oeia
fro
m t
his
nou
n
_
__
__
__
__
__
__
__
__
__
__
_
Wri
te a
n exam
ple o
f
onom
atop
oeia
fro
m t
his
nou
n
__
__
__
__
__
__
__
__
__
__
Wri
te a
n exam
ple o
f
onom
atop
oeia
fro
m t
his
nou
n
__
__
__
__
__
__
__
__
__
__
__
Wri
te a
n exam
ple o
f
onom
atop
oeia
fro
m t
his
nou
n
__
__
__
__
__
__
__
__
__
__
What
’s a
syn
onym
for
__
__
__
__
__
_?
_
__
__
__
__
__
_ is
a sy
nony
m f
or _
__
__
__
_.
__
__
__
__
_
delici
ous
__
__
__
__
tire
d
__
__
__
__
_
smar
t
__
__
__
__
angr
y
__
__
__
__
_
hug
e
__
__
__
__
_
litt
le
__
__
__
__
_
beau
tifu
l
__
__
__
__
glad
Syn
onym
s an
d B
ett
er
Wor
ds
Giv
e O
ne, G
et
One
!
W
hat
’s a
sim
ile f
or _
__
__
__
__
__
?
__
__
__
__
__
__
is
the
sim
ile
for
__
__
__
__
.
__
__
__
__
_
__
__
__
__
_
f
ast
Cle
ver
as _
__
__
__
__
__
__
__
__
__
_
__
__
__
__
_
cute
Slo
w a
s _
__
__
_
__
__
__
__
__
__
Cle
an a
s _
__
__
__
__
__
__
__
__
__
__
__
__
__
__
_
bou
ncy
Shin
y like
a _
__
__
__
__
__
__
__
__
__
__
__
dan
ces
Siz
zlin
g S
imiles
Giv
e O
ne, G
et
One
!
SAUSD, 2013 Adapted from Craft Lessons by Ralph Fletcher
Target Lesson 3D.6 Directions Objective: Using strong verbs to add interest
and clarity to writing.
Materials Needed: Guided Practice sheet (for
display – not copied)
Hook (text): Excerpt from Shrek! by William Steig, excerpt
from John Henry by Julius Lester
Model: Say: You have all learned about the parts of speech:
nouns, verbs, and adjectives. For a writer, this is much more
than grammar – these are the bolts and nails you use to build a
strong piece of writing.
Here’s a simple way to think about nouns and verbs: “The
nouns make the pictures, and the verbs make those pictures
move.” Let’s read together an excerpt from the book Shrek! by
William Steig. Display the excerpt and choral read.
Notice the verbs? There are no passive verbs like is or was in
any of these sentences. These verbs are strong, striking: fired,
gobbled, belched. (Underline each as you say them.)
Now let’s read an excerpt from John Henry by Julius Lester.
Display the excerpt and choral read. These verbs crackle with
energy, and they really get the nouns moving: the air danced,
the rainbow shimmered, the earth shook and rolled. (Underline
each as you say them.)
SAUSD, 2013 Adapted from Craft Lessons by Ralph Fletcher
Guided Practice: Display the Guided Practice page. Have the
students choral read the first sentence and identify the verb.
Encourage the students to visualize what is happening in the
sentence and to suggest verbs that would really make the noun
move. Ask: What kind of rain is it? Is it a fierce storm or a
light sprinkle? How can we change the verb to clarify what is
happening? If there are several good suggestions, write them
down and let the students choose the one they like best. Have
them recopy the sentence on a separate sheet of paper with the
verb they have chosen. Do the same for the remaining two
sentences. As they finish each sentence, have the students close
their eyes and to visualize the picture they have created with
their words.
On their own: Have students work alone or with a partner to
go back through their own writing to find verbs that they can
make stronger.
Writing Handbook Resource: Students may want to use the
Stronger Verb lists in their Writing handbook.
SAUSD, 2013 Adapted from Craft Lessons by Ralph Fletcher
Excerpt from Shrek! by William Steig
Lightning fired his fiercest bolt straight at
Shrek’s head. Shrek just gobbled it,
belched some smoke, and grinned.
Excerpt from John Henry by Julius Lester
John Henry sang and he hammered and the
air danced and the rainbows shimmered and
the earth shook and rolled from the blows of
the hammer.
Guided Practice
1. The rain fell against the window.
New sentence:
2. The puppy ran after the ball.
New sentence:
3. The children went to the playground.
New sentence:
“Intens
e”
Verb
Ten
ses!
Giv
e O
ne, G
et
One
!
What
’s t
he
corr
ect
ver
b t
ens
e fo
r _
__
__
__
__
__
?
_
__
__
__
__
__
_ is
the
corr
ect
verb
ten
se f
or _
__
__
__
_ ?
(eat
)
Yes
terd
ay I
__
__
din
ner
at m
y
frie
nd’s
hou
se.
(rid
e)
Tom
orro
w I
’m
__
__
__
__
_ m
y
bik
e t
o sc
hoo
l
(cal
l)
Tod
ay t
he
teac
her
__
__
__
_
on m
e t
o an
swer
the q
uest
ion.
(go)
This
sum
mer
I
__
__
__
_ t
o th
e
mov
ies
thre
e
tim
es.
(go)
I w
ould
hav
e
__
__
__
__
to
the
conc
ert
.
(sw
im)
On
Fri
day
, I
__
__
__
in
the
pool
all d
ay.
(w
ork)
I w
as _
__
__
__
_
har
d a
ll s
umm
er
on w
ork.
(sl
ide)
Dur
ing
rece
ss I
__
__
__
__
dow
n
the s
lide.
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