Diving into Devices

Unit: Whale Tales in Verse

Lesson 2 of 9

Duration: 60 minutes
Class Size: 18 students
Year Group: Year 4
Curriculum Reference: National Curriculum for England – English Programme of Study

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Learning Objectives

By the end of this lesson, pupils will be able to:

• Recognise and understand the poetic devices of onomatopoeia and alliteration in spoken and written language.
  Reference: English - Reading - Word Reading (Yr4) and English - Writing - Composition (Yr4)

• Use onomatopoeic words and examples of alliteration in their own writing and orally explain their use.
  Reference: English - Writing - Vocabulary, Grammar and Punctuation (Yr4)

• Build and expand a personal poetry word bank including onomatopoeic and alliterative words and phrases for future use.
  Reference: English - Writing - Composition and Vocabulary (Yr4)

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Curriculum Links

• Reading - Word Reading
  Recognise some different forms of poetry (e.g., shape poems, narrative poetry, free verse).
  Recognise how language, structure and presentation contribute to meaning.

• Writing - Composition
  Plan their writing by discussing and recording ideas, including vocabulary and grammar choices.

• Writing - Vocabulary, Grammar and Punctuation
  Use expanded noun phrases to add detail, and use nouns or pronouns appropriately.
  Use fronted adverbials.
  Use and understand grammatical terminology including verbs, nouns and adjectives.

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Key Vocabulary for the Lesson

• Onomatopoeia: Words that sound like the noises they describe (e.g., splash, bang).
• Alliteration: Repetition of the same consonant sound at the start of words that are close together (e.g., wild whales wading).
• Poetic Device
• Word Bank

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Resources

• Whiteboard and markers
• Large class poetry word bank chart (displayed in the classroom)
• Individual poetry word bank journals or exercise books
• Printed examples of onomatopoeia and alliteration from whale-themed poems (e.g., sounds of waves, whale vocalisations, ocean imagery)
• Audio clips of ocean/water and whale sounds (optional for immersive experience)
• Colourful pens/pencils and sticky notes
• Interactive interactive quiz prepared in Kahoot or similar (optional, technology permitting)

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Lesson Structure

1. Starter Activity (10 minutes)

Engage & Activate Prior Knowledge

• Show the class a short video or play audio with ocean and whale sounds. Ask: “What sounds do you hear? How would you write those sounds as words?”
• Invite pupils to share examples of words that mimic sounds (children might suggest “splash”, “whoosh”, “crash”).
• Write these on the board under the heading Onomatopoeia.
• Follow with examples of alliteration using ocean/whale vocabulary, e.g., “whirling waves”, “wild whales”, and write those under Alliteration.
• Quick verbal quiz: Teacher says a sound or phrase, pupils identify whether it is onomatopoeia, alliteration, or neither.

2. Introduction & Teaching (10 minutes)

Direct Teaching of Definitions and Examples

• Define onomatopoeia: Explain that these words imitate sounds. Show 6-8 examples, drawn from whale/ocean context (e.g., splash, pop, rumble, gurgle). Write them on the board or display visually.
• Define alliteration: Explain the repetition of the same consonant sounds at the start of words close together. Provide 5-6 examples with clear connections to the ocean or whales (e.g., slippery sea, bouncing bubbles).
• Use a short written extract from a whale-themed poem to underline and highlight examples of both devices.
• Model one original sentence aloud and write it on the board, e.g., “The waters whispered wildly as the whales wandered.”

3. Main Activity 1 (15 minutes)

Group Collaborative Word Bank Creation

• Split the class into 3 groups of 6. Give each group a context card with whale/ocean scenes (e.g., deep sea diving, whale song at dusk, stormy ocean).
• Each group brainstorms and lists as many onomatopoeic words and alliterative phrases as possible related to their scene on large paper or whiteboards.
• Teacher circulates, prompts thinking (“What sound does a splash make?” “Can you think of three words starting with 'w' that describe the sea?”)
• Groups then present 2-3 strong examples each to the whole class.
• The class combines the best words and phrases onto the large class poetry word bank chart for onomatopoeia and alliteration.

4. Main Activity 2 (15 minutes)

Individual Creative Writing - Device Practice

• Pupils write 3 to 5 sentences or a short poem using at least two onomatopoeic words and two examples of alliteration from the word bank.
• Encourage imaginative language linked to the whale/ocean theme. For example, “The bubbles burst with a bubbly bang beneath the blue waves.”
• Pupils write or draw their sentences/poems in their poetry journals.
• Encourage colourful underlining/highlighting of the devices they used.

5. Plenary (10 minutes)

Sharing, Reflecting and Assessment

• Invite volunteers to read aloud their sentences or poems. Focus on clear expression and emphasising the sound words and alliteration.
• Conduct a quick “Sound Detective” quiz: Teacher presents new sentences orally or on the board; pupils raise thumbs or hold up cards to show if they hear alliteration, onomatopoeia, or neither.
• Discuss how onomatopoeia and alliteration help us imagine sounds and make poems more exciting.
• Pupils reflect by writing one sentence in their journals: “Today I learnt that onomatopoeia means...” or “Alliteration makes poems sound…”

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Assessment & Feedback

• Formative assessment through observation of group discussions and written work.
• Check poetry journals for correct and creative use of poetic devices.
• Verbal feedback during sharing emphasising effective use of onomatopoeia/alliteration.
• Use final quiz results for understanding the devices.
• Ensure pupils update their personal poetry word banks with new words for use in future lessons.

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Differentiation

• Support: Provide sentence starters or an illustrated word bank sheet for pupils requiring scaffolded support. Allow use of phonics charts and dictionaries for spelling.
• Challenge: Encourage higher-attaining pupils to compose extended descriptive sentences or a small verse incorporating both devices and experimenting with rhythm.
• EAL learners: Use visuals and real objects/sounds; partner them with strong peers for brainstorming.

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Cross-Curricular Links and Extension Ideas

• Music / Sound Technology: Record or play whale/ocean sounds and link with onomatopoeic words.
• Drama: Act out the onomatopoeic sounds and alliterative phrases to reinforce learning kinaesthetically.
• Art: Create a visual “Soundscape” collage using words and drawings inspired by their poems.

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Teacher’s Notes & Tips

• Use expressive voice modulation when reading aloud examples to engage pupils with sound.
• Encourage pupils to notice sound devices in other poetry or texts during independent reading.
• Keep the poetry word bank chart visible throughout the unit, adding new words and phrases as lessons progress.
• Consider pairing this lesson with short creative oral storytelling activities in later lessons for skill consolidation.

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This highly structured, interactive lesson ensures pupils understand and apply onomatopoeia and alliteration confidently within the national curriculum framework, developing analytical and creative English skills in an enjoyable, meaningful whale-themed context.