Package 1-2: Onomatopoeia – Part 2

This lesson is the second in a series of three lessons about the literary device Onomatopoeia. The teacher will guide your child as they learn how to explain why an author might have used onomatopoeia in a text.

Things your child will need

Have these things available so your child can complete this task

Ideal Back up

Device to watch the lesson video


Onomatopoeia lesson video- Part 2

Onomatopoeia - Part 2 PowerPoint - printed

Onomatopoeia activity sheet 3

Paper

Pencil or pen


Before your child starts

This lesson is the second in a series of three lessons about the literary device onomatopoeia.

What are literary devices?

Literary devices are used in texts to connect with the reader and convey meaning. As your child reads they are beginning to recognise simple literary devices used by authors. Your child is also beginning to learn how to explain why the author has used the device. In narratives or stories, authors might use literary devices such as personification, similes, alliteration, onomatopoeia and imagery to engage the reader and allow them to visualise the setting and characters.

What is onomatopoeia?

Your child will learn that onomatopoeia is when a word imitates or mimics the sound of the object or action it refers to. Words like swoosh, plop and bam are examples of onomatopoeia. Your child will learn that authors use these words to emphasise the sounds of the object or action that is being described. Authors use onomatopoeia to enhance their text and impact what the reader thinks or feels as they read.

What your child needs to do

Your child will watch a video of a lesson about onomatopoeia. The teacher will guide your child as they learn how to explain why an author might have used onomatopoeia in a text.
Throughout the lesson, your child will be asked to pause the video to complete the activity sheet for the lesson.

By the end of the lesson, your child should be able to:

  • explain why authors use onomatopoeia

Options for your child

Activity too hard? Activity too easy?

Read the text examples to your child and have them explain why the author might have used onomatopoeia orally.
Work with your child to find examples of onomatopoeia in texts they are familiar with and able to read. Have them explain why the author might have used these examples of onomatopoeia.

Have your child find examples of onomatopoeia in other texts. Encourage your child to record the examples and explain why the author might have used onomatopoeia.

Extension/Additional activity

“The Bells” by Edgar Allan Poe and “The Highwayman” by Alfred Noyes are two examples of classic poetry. Have your child read more of the poems and search for examples of onomatopoeia and other literary devices they may be familiar with. Have your child explain which poem they prefer and justify their opinion with examples from the poem.

Where to next?

Learning Package 3 Onomatopoeia- Part 3 of 3 is available on the Learning at Home website.

Onomatopoeia activity 3: Explaining onomatopoeia

Learning intention:

I am learning to identify, explain and use onomatopoeia in a text.

Success criteria:

  • I can explain why authors use onomatopoeia.

Instructions: Write a sentence to explain why you think the author has used onomatopoeia in the text.

Challenge: Find another text extract that includes examples of onomatopoeia. Copy the text and highlight or underline the onomatopoeia. Explain why you think the author has used onomatopoeia in the text.

Text in [square brackets] identifies highlighted words that are examples of onomatopoeia.

Text extract Why has the author used onomatopoeia?

“[Chug, chug, chug. Puff, puff, puff.

Ding-dong, ding-dong]. The little train

[rumbled] over the tracks.”

“The Little Engine That Could” by Watty Piper


It went [zip] when it moved and [bop] when it

stopped. And [whirr] when it stood still.

I never knew just what it was and I guess

I never will.”

“The Marvelous Toy” by Tom Paxton


Water [plops]into pond

[splish-splash] downhill

[warbling] magpies in tree

[trilling], melodic thrill

whoosh, passing breeze

flags [flutter] and flap

frog [croaks], bird [whistles]

[babbling bubbles] from tap

“Running Water” by Lee Emmett


And who [tolling, tolling, tolling],

In that [muffled] monotone,

Feel a glory in so [rolling]

On the human heart a stone...

“The Bells” by Edgar Allan Poe


Over the cobbles he [clattered] and [clashed] in

the dark inn-yard, He [tapped] with his [whip] on

the shutters, but all was locked and barred...

The Highwayman” by Alfred Noyes

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