Wonderful Writer: Margery Cuyler

That’s Good! That’s Bad

       Margery Cuyler     

Word Choice

Lesson Focus:

 Word Choice: The concept focus is on word choice as Onomatopoeia. Onomatopoeia is used to describe words that look like the sound they are describing. For example, when you hear rain drops it sounds like “drip, drop” or “bang” for something dropping on the ground.

Focus Grade Level: First Grade

Time Frame: Several days

Focus Text/Author: Margery Cuyler

Supporting Texts:

The Little Old Lady Who Was Not Afraid of Anything- Linda Williams

Zzzng, Zzzng, Zzzng: A Yoruba Tale- Phillis Gershator and Theresa Smith

Other Materials:

·         Chart paper

·         Markers

·         picture action strips (place pictures of objects that have distinguishing sounds to students in the boxes such as rain, thunder, cars, etc.)

sound _______________________

Sound _________________

Sound _____________

Ohio Academic Content Standards Lesson Focus:

Standard: Writing Processes

K-2 Benchmark:

D. Use revision strategies and resources to improve ideas and content, organization, word choice and detail.

1^st Grade Level Indicators:

7. Mimic language from literature when appropriate.

10. Add descriptive words and details

Book Summary:

At the zoo a boy is lifted into the sky by his balloon. The events that appear to be positive turn out to be negative (and vice-versa) as the child meets a variety of animals, including baboons, a snake, an elephant and a stork. Margery Cuyler's imaginary tale is energized by exclamations ("WHEEEE!"; "WHOOPS!"; "GLUG! GLUG!") that encourages the use of interesting and colorful language.

About the Author:

Margery Cuyler is from Princeton, New Jersey and is one of five children. She played many games like hide-and-go-seek, monopoly, and chess. She loved writing since a young age. She has a family full of artists, actors, storytellers and writers. She was the Editor-in-Chief of Holiday House and also been involved with Henry Hold and Company, Golden Books, and Winslow Press. She loves writing wacky and funny stories.

Things to Remember:

This lesson is to encourage students to write descriptive words and details using onomatopoeias similar to Margery. The goal is to use provide CONNECTIONS and IDEAS for students to use in their writing.  This should be a familiar read. The students should have prior knowledge and connections with this book. The main goal is about learning how to use the story to build writing skills.

Lesson Steps:

 

Day one

1.      First, read the story aloud to the class. Tell the students that they should listen for words that imitate the natural sound associated with an action or an object, for example bang or slam

2.      When you are finished, ask students to tell you what words like this they heard. Highlight these words by writing them on chart paper or using a marker on the transparency.

3.      Explain that words like this are examples of onomatopoeia. Write onomatopoeia on a piece of chart paper or the board so that students can see how it is spelled.

4.      Reread a few pages of the story with the whole class, instructing students to read the onomatopoetic words using sound effects and emphasis like the author would like for a reader to do.

5.      Discuss HOW Margery used these words to make her writing better. HOW did Margery make the story more interesting by using these words?

6.      Have students go back to their seats and complete the picture action strips using onomatopoeias to demonstrate the sounds similar to what Margery created in her writing.

7.      As a class, have the students share their ideas and sounds they created.

8.      Discuss how these sounds make writing more descriptive and more fun to read.

Day two

1.      Review the meaning of onomatopoeia with the students. Discuss how Margery made the story come to life with these sound words,

2.      Revisit the chart and words they identified in Margery’s book that are onomatopoeias. Add any other words they identify. Post this chart so the students can refer to it. You may also want to make a smaller version for students to have in their writing folders for reference.

3.      Tell the students to create a story today of going to the zoo or jungle using some of the onomatopoeias that they have learned in the past day.

4.      Discuss how Margery helped her readers to feel like they were in the story with her. Explain and discuss that these words help that to happen.

5.      Have the students write their stories.

6.      When completed, have them share their stories with a partner. The partner should circle the “sound words” that they find. If they did not use any, have the students talk about where they can use them.

7.      If needed, have the students rewrite using the onomatopoeias where necessary.

8.      Post a good example of using onomatopoeia’s for students to reference.

9.      Continue to encourage and revisit this concept. Use the additional titles to explore how other authors used these types of words in their writing and how it can help the students make their own writing better. The repetition and practice will make it more natural for students to use in their writing.

Additional Resources:

http://www.margerycuyler.com/home.html

http://www.readwritethink.org/