Onomatopoeia, alliteration, and hyperbole
I can identify and use onomatopoeia, alliteration, and hyperboles to analyze...
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General
In this lesson, students will learn onomatopoeia, alliteration, and hyperbole. They will learn to recognize them in literature and also write their own.
Standards
CCSS.ELA-Literacy.RL.5.4
CCSS.ELA-Literacy.RL.6.4
CCSS.ELA-Literacy.RL.7.4
CCSS.ELA-Literacy.RL.8.4
Learning objective
Students will be able to identify and use onomatopoeia, alliteration, and hyperboles to analyze words and phrases.
Introduction
Students will look at a picture of fireworks and think of sounds that might be connected. Explain that figurative language is when you use a word or phrase in a way that does not have its literal meaning.
Instruction
Students will look at examples of onomatopoeia, such as "bang" and "splash." They will also read examples of alliteration, like "Sally sells some soup." Explain that hyperboles are exaggerations that should not be taken literally. An example provided is, "I am so hungry that I could eat a horse."
Next, students will read sentences and determine the type of figurative language (onomatopoeia, hyperbole, or alliteration) that was used in each sentence. Then, they will read short passages and highlight the figurative language. They will also look at images and write a sound to match them (onomatopoeia). They will then continue sentences to create alliteration. They will change sentences, such as "I am so tired" into hyperbole.
Quiz
Students will answer ten questions in which they are asked to identify the figurative language and to apply it to given sentences.
Closing
Studnets will recall what they learned:
- What is onomatopoeia? What is alliteration? What is hyperbole?
- Why are onomatopoeia, alliteration, and hyperboles important?
Lastly, they will look at pictures and write onomatopoeia, alliteration, and hyperbole for them.
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