Lesson Plan about Onomatopoeia and Indigenous Culture

1. JINGLE DRESS

2. RATIONALE
• What do sounds look like? How do you spell the noise a door makes? In this
lesson, students are given an opportunity to understand how onomatopoeia
shape language, both oral and written, through an investigatory look into
a Muscogee Nation traditional dance whose origins date to the middle of the
Second Industrial Revolution.
• Students will be able to:
• Generate and identify multiple onomatopoeia across multiple contexts with
100% accuracy.
•

3. TEKS
§110.16. English Language Arts and Reading, Grade 5:
• (2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
• (3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different
cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
• (10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in
cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to draw conclusions from
the information presented by an author and evaluate how well the author's purpose was achieved.
• (16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected
to:
• (19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected
to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of
alternatives.
• (24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically
record the information they gather. Students are expected to:
• (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their
audience. Students are expected to synthesize the research into a written or an oral presentation that:

4. TEKS
§117.118. Music, Grade 5, Adopted 2013.
(3) Creative expression. The student performs a varied repertoire of developmentally
appropriate music in informal or formal settings. The student is expected to:
• (A) sing and play classroom instruments independently or in groups with accurate intonation and
rhythm;
• (B) sing or play a varied repertoire of music such as American folk songs, patriotic music, and folk
songs representative of local and world cultures independently or in groups;
(5) Historical and cultural relevance. The student examines music in relation to history and
cultures. The student is expected to:
• (A) perform a varied repertoire of songs, movement, and musical games representative of diverse
cultures such as historical folk songs of Texas and America and European and African cultures in
America;
• (C) identify and describe music from diverse genres, styles, periods, and cultures; and
• (D) examine the relationships between music and interdisciplinary concepts

5. TEKS
§112.16. Science, Grade 5, Beginning with School Year 2010-2011.
• (6) Force, motion, and energy. The student knows that energy occurs in many
forms and can be observed in cycles, patterns, and systems. The student is
expected to:
• (A) explore the uses of energy, including mechanical, light, thermal, electrical, and
sound energy;

6. TEKS
§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(21) Culture. The student understands the relationship between the arts and the times
during which they were created. The student is expected to:
• (A) identify significant examples of art, music, and literature from various periods in U.S.
history such as the painting American Progress, "Yankee Doodle," and "Paul Revere's Ride";
and
• (B) explain how examples of art, music, and literature reflect the times during which they
were created.
(22) Culture. The student understands the contributions of people of various racial,
ethnic, and religious groups to the United States. The student is expected to:
• (A) identify the similarities and differences within and among various racial, ethnic, and
religious groups in the United States;
• (B) describe customs and traditions of various racial, ethnic, and religious groups in the
United States; and
• (C) summarize the contributions of people of various racial, ethnic, and religious groups to
our national identity.

7. TEKS
§111.7. Grade 5, Adopted 2012.
(2) Number and operations. The student applies mathematical process standards to represent, compare, and order
positive rational numbers and understand relationships as related to place value. The student is expected to:
• (A) represent the value of the digit in decimals through the thousandths using expanded notation and numerals;
• (B) compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =; and
• (C) round decimals to tenths or hundredths.
(3) Number and operations. The student applies mathematical process standards to develop and use strategies and
methods for positive rational number computations in order to solve problems with efficiency and accuracy. The
student is expected to:
• (C) solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the
standard algorithm;
• (F) represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors,
using objects and pictorial models, including area models;
• (G) solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors,
using strategies and algorithms, including the standard algorithm;

8. ENGAGEMENT
• https://audioboom.com/posts/2095442-jingle-dancer

9. DIFFERENTIATED INSTRUCTION
• Students will also have access to
the book, If You Were
Onomatopoeia by Trisha Speed
Shaskan, to provide them with
more examples of words as
sounds. GT students would be
assigned the task of looking for
onomatopoeia in
contemporary/pop culture. ELL
students would be challenged to
provide examples of
onomatopoeia in their Native
tongue that are different from a
given list of examples.

10. INDIVIDUAL WORK
• You have time to work by yourself
• See if you can find onomatopoeia in other languages

11. DISCUSSION
• What were some forms of onomatopoeia did you find during your research?
• What are some similarities and differences between cultures did you find for
onomatopoeia?

12. MATH ACTIVITY
Reservation State(s)
Area
(land and
water):
km² / sq.
mi.
Population
(2000
census)
Navajo Nation (Navajo
Nation)
Arizona /
New Mexico /
Utah
70,179.09 /
27,096.30
300,500
Uintah and Ouray Indian
Reservation (Northern Ute
Nation)
Utah
17,677.74 /
6,825.41
19,182
Tohono O'odham Indian
Reservation
Arizona
11,535.22 /
4,453.77
10,787
Cheyenne River Indian
Reservation
South Dakota
11,446.64 /
4,419.57
8,470
Standing Rock Indian
Reservation
South Dakota
/ North
Dakota
9,486.19 /
3,662.64
8,250
Crow Indian
Reservation (Crow Nation)
Montana
9,340.89 /
3,606.54
6,894
Wind River Indian
Reservation
Wyoming
9,147.86 /
3,532.01
23,250
Pine Ridge Indian
Reservation
South Dakota
/ Nebraska
8,993.53 /
3,472.42
15,521
Fort Peck Indian
Reservation(Sioux nation)
Montana
8,552.69 /
3,302.21
10,321
Ideas fro Math Activity
extension:
• Write area of land in expanded
notation in word form
• Compare in order the decimals
using the >,<,= symbols
• Round areas of the land to the
nearest tenths and hundreds
place
• Divide population into land to
find out how many people per
square kilometer