Overview

My ELA lesson titled Onomatopoeia was the first lesson I taught. The lesson was based on reading and
writing. The lesson consisted of pre, during, and post-assessments. The lesson included an interactive
read aloud. All assessments were uses to demonstrate what students knew, what they were learning,
and what they had learned from the objective of the lesson. The objective of the lesson was: after
reading the story The Little Old Lady Who Wasnt Afraid of Anything students will be able to write a
short story using onomatopoeia. Students should also be able to recognize onomatopoeia when they
see it in a variety of texts on their own. The pre and the post- assessments were made to align with this
standard and to make sure students were learning and understanding what onomatopoeia was. The
post assessment was created to see if students were moving toward the learning objective of the lesson.
Pre- Assessment
The pre-assessment is created to see what the students know prior to this lesson. If the students do not
know enough to move forward then a mini review lesson will have to take place. This way the lesson will
not be too much of a struggle for them. If the students by chance know more than expected then the
lesson can go beyond the objective and more activities can be done. This way students will not get
bored with the lesson and more learning will take place than repeating. The pre-assessment will be
based on teacher observation. Questions will be asked, such as: what is onomatopoeia, what does it
sound like when I clap my hands, or crumble a dry leaf? I will let the students know that it is okay that
they do not know what onomatopoeia is, because that is what the lesson is going to be on. The
questions are just to see how much a student already knows and if I need to change the lesson
altogether.
The pre-assessment will be scored based on the number of hands raised or not raised. I will be able to
see which students raised their hand the most and which ones did not raise their hand at all. All of the
information will be recorded on a piece of paper. If 11 or more students raise their hand about knowing
what onomatopoeia is or are able to give examples, then I know I do not need to review that part of the
lesson. When asked what onomatopoeia is if only 1-3 hands go up than I know the lesson can continue
as planned.
During Assessment
The during assessments are designed to see what the students are learning as I teach the lesson. They
will be required to repeat the onomatopoeia used in the book after me. Students will be able to turn
and talk about what they feel is going to happen in the book. When called back together, student will
tell me what they believe is going to happen in the book. This allows me to see if the students are paying
attention, and if they use onomatopoeia in their response. After 4-5 responses from the class I will
continue to read the book, until we come to another stopping point. .
The during will be scored on observation as well. The teacher will be looking to see how many students
are engaging in the turn and talk session. Also the teacher will be observing if the students are using any
onomatopoeia in their response. I will take notes on all comments that are made and how engaged the
students are. This will let me know that I can move forward to the post assessment or if more examples
should be given.
Post- Assessment

The post assessment will start off with questions such as: what is onomatopoeia, can you give me an
example of onomatopoeia from the book, and can you give me a real life example? After students
answer the questions, a writing example will be given. The example will be given to show students ways
they can use onomatopoeia in their writing. The post assessment will be based off of the knowledge the
students have gained from the pre and during assessments. This will allow me to see if the students
understood the lesson and are able to do the work individually. The sheets for writing will have space
for 2-3 students and a picture. The students will then write a story and draw pictures to go with their
words. There are three pages for students to write their story on. One is for the students who may not
have caught on as fast as the others. That gives them more help, with understanding what
onomatopoeia and how to use it. The writing will be graded on the level of 0-5. The students that have a
0-2 will need more help and have to receive one-on-one help. The students who receive 3-5 will have
learned from the lesson and will be able to move on to the next lesson.

Lesson Objective

Assessments

Accommodations

Pre-Assessment :
Observation, Discussion

Several examples will

be discussed aloud.
Repetition off all
onomatopoeia will be
discussed in whole
group. Students will
also be able to look in a
variety of text and
identify onomatopoeia.
All questions are
welcomed. A lot of time
will be available for
students who need it.

During Assessment(s):
Observation,
Discussion

Lesson Objective
After reading the book
The Little Old Lady Who
Wasnt Afraid of
Anything, students will
be able to write a short
story using
onomatopoeia.

Format of Formative
Assessments

Pre-Assessment
During Assessment(s)
Post- Assessment

Participation and
Interaction (student to
student, teacher to
student)
Post- Assessment(s):
Discussion and writing a
story using
onomatopoeia based
off of the example

There is no visual, because there was not a formative or summative assessment.