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Learning Intention: We are learning to explore how creative language, imagery and symbol improve our enjoyment in texts.
Learning Intention: We are learning to explore how creative language, imagery and symbol improve our enjoyment in texts.
Success Criteria:
Success Criteria:
Students can:
Students can:
- use wordplay such as rhyme and alliteration to evoke enjoyment
- use wordplay such as rhyme and alliteration to evoke enjoyment
- create a simple sentence, that includes imagery
- create a simple sentence, that includes imagery
- follow three-part instructions to create an image
- follow three-part instructions to create an image
- respond to spoken questions.
- respond to spoken questions.
Re-read the text This is a ball and encourage students to choral read the text.
Re-read the text This is a ball and encourage students to choral read the text.
Revisit the page with the monster who says ‘Boo!’
Revisit the page with the monster who says ‘Boo!’
Introduce onomatopoeia wordplay using objects from the text, for example, triangle, car, dog, balloon.
Introduce onomatopoeia wordplay using objects from the text, for example, triangle, car, dog, balloon.
Ask students to listen for sounds, encouraging them to say the sound they hear and name the object. Explain that onomatopoeia words describe actions and make a story more exciting.
Ask students to listen for sounds, encouraging them to say the sound they hear and name the object. Explain that onomatopoeia words describe actions and make a story more exciting.
They build imagery by engaging our senses, helping readers connect with a story through hearing and vision.
They build imagery by engaging our senses, helping readers connect with a story through hearing and vision.
Revisit the page, ‘This is a monster telling a story about a princess flying her kite at the beach with her pet dog, while standing on a block’.
Revisit the page, ‘This is a monster telling a story about a princess flying her kite at the beach with her pet dog, while standing on a block’.
Think aloud that the monster is standing on a ball and is wobbling. Ask students to predict what will happen next.
Think aloud that the monster is standing on a ball and is wobbling. Ask students to predict what will happen next.
Add examples of onomatopoeia to students’ responses.
Add examples of onomatopoeia to students’ responses.
Encourage students to add their own imagery through onomatopoeia words.
Encourage students to add their own imagery through onomatopoeia words.
Model spoken sentences, ‘The monster went crash’, ‘The princess went boo hoo’, ‘The dog went ker-plunk, ouch’. Students repeat the sentences using word play.
Model spoken sentences, ‘The monster went crash’, ‘The princess went boo hoo’, ‘The dog went ker-plunk, ouch’. Students repeat the sentences using word play.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Students will be experimenting with drawing the imagery for boo, buzz, bang, and moo.
Students will be experimenting with drawing the imagery for boo, buzz, bang, and moo.
Onomatopoeia poem - By Lill Pluta
Onomatopoeia poem - By Lill Pluta
An onomatopoeia
An onomatopoeia
is a very special thing.
is a very special thing.
It's a word like quack or flutter,
It's a word like quack or flutter,
or oink or boom or zing.
or oink or boom or zing.
It sounds just like its meaning,
It sounds just like its meaning,
for example snort and hum.
for example snort and hum.
It's the crash and clang of cymbals,
It's the crash and clang of cymbals,
and the rat-a-tat of drums.
and the rat-a-tat of drums.
It's the clatter and the plip-plops,
It's the clatter and the plip-plops,
and the beeps and bonks and chirps.
and the beeps and bonks and chirps.
It's the mumbles and the rumbles,
It's the mumbles and the rumbles,
the rattles and the burps.
the rattles and the burps.
It's the hissing and the buzzing,
It's the hissing and the buzzing,
and the giggles and the moos.
and the giggles and the moos.
And on a spooky moonlit night,
And on a spooky moonlit night,
it is a scary BOO!
it is a scary BOO!
Too easy?
Too easy?
Too hard?
Too hard?
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