Throughout this curriculum unit on reading of Onomatopoeia, it is important to note that it is a language. Language is words, their pronunciation and the method of combining them; communication. Language is a form or style of verbal expression. Language is a system of signs of symbols. Language is a way to communicate and communication is global. It is necessary to introduce Onomatopoeia on a smaller scale. The students will gradually progress to a higher level as their experiences and knowledge of Onomatopoeia becomes broader.
The following are lessons on Basic Reading of Sound Words- Onomatopoeia:
Listening Comprehension/Creative Expression (verbal) K-5
Objective-Students will define in their own words what Onomatopoeia may mean. They will listen to Onomatopoeia poetry and stories that are read to them by the teacher.
Materials-Onomatopoeia literature and attentive students
Teach-Students will enjoy listening to the strange, weird and peculiar sounds made by familiar objectives. This lesson will also encourage them to create their own sound words to various objects in and around their environment.
Lesson Enhancer-Use audio materials. There are many CD’s and cassette tapes on listening of sounds. I don’t have a particular favorite. Choose a CD or tape that you feel your students will enjoy and can relate to. Sounds of the ocean; whales or sounds of a barnyard, city or country sounds are nice to begin with. You really can’t go wrong with any selection.
Reading and Language Arts K-5 (Onomatopoeia Poetry)
Objective-Students will brainstorm and list sound words and write a poem or sentences about sound objects make.
Materials-activity sheets with incomplete sentences which students have to fill in and pencils.
Example: ________ is what a ghost says.
The balloon burst and went_______.
The sound a telephone makes is _________.
Teach-This lesson teaches how students can work individually or as a group. This written assignment is very basic as students are introduced to Onomatopoeia. This activity can be used after reading Onomatopoeia literature to them. This will assist the students so they’ll know what is actually expected from them.
Students should give their poem a title and illustrate the sentences or poems. Allow time at the end of this lesson for students to share their work. Praise and encourage students through this lesson, for they would have created sentences using sounds words, listing sound words and actually create something that they can share and possibly read to their classmates. Display their efforts around the classroom.
Lesson Enhancer-Before handing out activity sheet, students can verbally say sounds those objects may make (class activity).
Example: “What is the sound an alarm clock makes…..”
“What is the sound an airplane makes………”
“What is the sound a car horn makes……….”
It is o.k. to write their responses on the chalkboard, they’ll love it.
Musical Appreciation/Listening Comprehension K-5
Objective-Students will listen to sounds made by musical instruments as music teacher plays them.
Materials-It is hoped that various instruments will be available and utilized to enhance this musical experience of sounds.
Teach-Students should have the opportunity to play some of these musical instruments and the to imitate the sounds.
Lesson Enhancer-Take students on a field trip to see a live performance of a symphony orchestra or see a video tape of one.
Walt Disney’s Fantasia and Fantasia 2000 is available on videotape as well. Students will enjoy seeing and hearing these tapes of musical sounds of colorful and enchanting imagination.
Objective-Students will examine the function of the human vocal organs.
Materials-Any Science or human anatomy text that visually illustrates a detailed diagram of the human vocal organs.
Teach-This particular science lesson can be taught, as with other lessons, through the use of teacher aid materials, since texts aren’t always current, available or of limited supply. Terminology in learning about the human vocal organs can be complex, assist students with pronunciations, definitions of the terms as they relate to the instruction. At this level, the larynx, trachea, vocal cords and the Adam’s apple are among the most studied terms.
Lesson Enhancer-Have students do an art activity by creating a visual display of the human vocal cords and labeling the various parts. Definitions of terms should also be visually displayed and will be an extra highlight to this student-made art activity. Have available, if possible, any and all materials to construct and complete this art project.
Objective-Students will make musical instruments.
Materials-a few different sizes of wood, cardboard tubes, scissors, rubber bands, paint, paintbrushes, tape, nails, hammers, pencils, markers, and rulers.
Teach-Allow the students to use foremention materials and rulers for measurement to construct musical instruments. Allow students to use rulers and measure widths, lengths and depths to build their instruments. As students begin to measure these dimensions for their instrument, they’ll discover the different sounds that the instrument creates. Students should attempt to make their instruments to the likeliness of the real thing. This math lesson can be a spin-off into the exploration and measuring of sound and how it travels through air.
All these lessons are tools in teaching children basic reading and writing of Onomatopoeia. Throughout these lessons, allow the children to be unafraid of being unique, different and creative. Too often children are intimidated by lessons that require them to focus too much attention on being “right”. The lessons in this particular curriculum unit is not dismissing the students ability to master these objectives, but these lessons allow them to discover within themselves the enjoyment they can achieve as they learn. Sometimes this need and heavy emphasis of focusing children on the “right” answer can often fail what we, as educators, are trying to achieve.