Annotated Learning Plan Template ELEMENTARY & SECONDARY 1

Title of lesson The silly sounds Grade level Grade 2

Subject English Topic Onomatopoeia
This lesson is relevant to students as they will learn to put into words different sounds and get comfortable with the concept of
Relevance: onomatopoeia.
Resources Required The book “The book with no pictures” by B.J Novak., worksheet, a variety of Robert Munch books, chalk board
Competency 1: To read and listen to literary, popular and information based-texts. This competency will be fostered when we
will read a book to the students at the beginning of the lesson.
QEP Subject Area Competency 3: To represent her/his literacy in different media. This competency will be developed when we ask them to
Competencies represent their sentence with a drawing.
Competency 4: To use language to communicate and learn. In this activity students will explore a new way to express their
thoughts and ideas. They will develop their repertoire of vocabulary as they learn how communicate using onomatopoeia.
Learning Objectives: The learning objective of this lesson is for students to be able to identify and create their own onomatopoeia.
Essential Question(s): What is an onomatopoeia? In what context do we use onomatopoeia?
Lesson Introduction (hook): Student will know:
Timing In order to hook the students at the beginning of the lesson we will start
15min by reading a book called “The Book with No Pictures” by B.J Novak. Students will know the new vocabulary term “onomatopoeia”.

Development (Learning activities – step by step Students will understand:

sequential procedure): Students will understand the definition of the term “onomatopoeia”.
Students will understand how an onomatopoeia is created and its
relevance in a sentence.
We will start by asking the students if they heard special sounds in the
book.
Students will do:
We will ask the students what is the sound a kiss makes. Then, if the
students imitate the sound of a kiss, we will ask them how we would
we spell that sound. We will ask them to guess as we write down the Students will create their own “onomatopoeia” to demonstrate their
answer on the board. We will record a few suggestions from the understanding of the concept.
students to demonstrate there is no wrong answer. Moreover, we
want them to understand that they can even double the letters if they Cross Curricular Competencies:
want because they can create any words to represent a sound.
Students will get the chance to use their creativity and to work with
15 min We will state the objective of our lesson by telling the students that others as we will make them work in teams of 2.
the goal of this lesson is to learn about onomatopoeia. We will ask the
students “Why do you think we are learning about onomatopoeia?”. Broad Areas of Learning:
Moreover, we will explain to the students that this activity is linked
with our Robert Munsch theme since there is plenty of onomatopoeias
in his books.
This way, the word and concept of “onomatopoeia” will be
introduced. We will tell the students to repeat the word a couple time
since it is a hard word to pronounce. We will ask them if they know
what it means. Depending on their answers, we will explain the
meaning of this new vocabulary word. We will tell them that an
onomatopoeia is when a word imitates the natural sounds of a thing.
It will be stated that it is often used in different books to help the
15 min readers get a better sense of the sound that the writer wants to
express. This lesson fosters well-being as we will promote a safe environment
where students will build self-confidence by completing their work.
After that, we will divide them in groups of two and one group of three They will grow harmoniously as students as they will work in pairs to
since they are an odd number. We will give them a worksheet to complete the worksheet activity. Moreover, they will experience
complete and we will go through it with them to make sure they democratic values and the rules of social conduct while working
understand. respectfully with their teammate. They will understand that in a team
To explain the worksheet we will recall our example of a kiss and tell they both have a role to complete the work and they each have
them that if we were to write a story where a mom comes and kisses responsibility. They must cooperate to succeed. Therefore, they will
their child goodnight we could say “The mom approached her develop their citizenship and community life.
children’s forehead and gave her a big kiss “MUAAACK”.

The worksheet will give them example of different sounds such as

“eating chips”. They will be ask to cooperate with their teammate and
use their creativity to come up with a sound associated with the
example. In this way, they will create their own onomatopoeias.
Moreover, we will ask them to write a sentence using the
onomatopoeia they have created. Finally, it will ask them to draw a
little picture to represent their sentence. The worksheet will contain 6
different examples for them to work on.

1 Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
 For students who work more quickly and are done before the others,
we will create a backup activity that will be provided to them to
reinforce the concept of onomatopoeia. This worksheet will ask them
to look up in the different books of Robert Munch, examples of
onomatopoeia. They will need to write down the title of the book and
identify three different onomatopoeias that they find through the
5 min pages.
Universal Design for Learning:
For students who are more visual we will write on the board. We will
take the time to go through the worksheet before letting the students
work in team to make sure they all understand. The worksheet allows
the students to create a sentence as well as a drawing for students who
want to express what they know through different forms. Moreover, for
Closure (transition): students who work quickly we will prepare an extra activity to make sure
they make the most out of the lesson.
No matter where the students are in the completion of their
worksheet we will come back as group and question them on their
learning. We will say, “What have we learned today?” “Can someone FORMATIVE - Assessment FOR learning:
recall the definition of onomatopoeia?” “Can someone give me a
different example then the ones provided in your worksheet and
different from the kiss example that we talked at the beginning?” This FORMATIVE - Assessment AS learning:
will give us a sense of students’ comprehension of the lesson.

SUMMATIVE - Assessment OF learning:

In a further lesson, students will get the opportunity to present their
worksheet to their classmates. They will present their different
onomatopoeia that they have created and the sentence in which they
have included their new word.
Further considerations: We include different types of literacies as we start our lesson by readings a book to the students. We will make sure that while we
are reading they can see the words as well as the images. Then, we also include visual literacy as we record on the board the different answers of the students.
We integrated textual literacy as our worksheet requires the students to communicate effectively with their writing. It allows them to put into their practice their
creativity since they have the freedom to write their onomatopoeia how they want to.
Reflection: The students were really engage in the activity. The book that we used as a hook really caught their attention since it contained a lot of humor.
They participated in the activity since it was fun for them to use their creativity. In a further lesson, we would start we an example that is even easier than a kiss.
For example, we would start with different sounds such as a dog or a cat, which are more obvious for students. This way it would incorporate the learning
strategy where we start with something students know and we built up from it through the lesson.
Professional Competencies:
Competency 2: To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching.
We will target this competency by making sure that we are comfortable with the book before reading it to the students. The best way to make the story
interesting and motivating for them is by being at ease with the content of the book. This way we can focus more on showing them the pictures and having eye
contact with them. We will also make sure to pronounce “onomatopoeia” in the right way to be a good example for students since it is a new concept for them.
We will correct the mistakes that students make when answering questions during the class discussion.
Competency 4: To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the
competencies targeted in the programs of study. In this lesson we will promote teamwork, as we will create classroom discussion and make the students work in
teams. We are motivating and stimulating students to learn the content by including different activities that will required them to use their creativity and
cooperate with their peers.
Competency 5: To evaluate student progress in learning the subject content and mastering the related competencies. Since we are introducing a new concept,
we will use this lesson to evaluate the skills of the students as a base. This will give us some information that will help us evaluate their progress as we move into
the further lesson.
Competency 6: To plan, organize and supervise a class in such a way as to promote students' learning and social development. At the start, we will bring the
students in a reading corner to make sure that they can be seated comfortably to listen to the story. We will supervise and promote student’s learning as we
circulate around the classroom while they are working on the worksheet activity. In this way, we can make sure that they stay on task and be quickly available if
they have any questions.
 Annex: (Worksheet)

Name: __________________________

The Silly Sounds

1. Write an onomatopoeia to describe the sound.

2. Write a sentence including your onomatopoeia.
3. Draw a small image to represent your sentence.

Example: Giving a kiss

1. MUAAACK_____________
2. The mom approached her children’s forehead and gave her a big kiss
“MUAAACK”._____________________________________________
3. Drawing:
 A) Eating chips

1.__________________________

2._________________________________________________________________________________________________

__________________________________________________________________________________________________

3. Drawing:

B) Blowing your nose

1.__________________________

2._________________________________________________________________________________________________

__________________________________________________________________________________________________

3. Drawing:
 C) Hitting your toe

1.__________________________

2._________________________________________________________________________________________________

__________________________________________________________________________________________________

3. Drawing:

D) Grumbling stomach

1.__________________________

2._________________________________________________________________________________________________

__________________________________________________________________________________________________

3. Drawing:
 E) Turn on a car

1.__________________________

2._________________________________________________________________________________________________

__________________________________________________________________________________________________

3. Drawing: