Lesson Plan:

Alliteration Creation

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Grade
Standards
July 28, 2015
by Dee Mulhern

Learning Objectives

Students will be able to recognize alliteration and use it in their writing.

Lesson

Introduction (5 minutes)

  • Call students together.
  • Show the students the Peter Piper tongue twister.
  • Have one student read the tongue twister aloud.
  • Ask the students to describe what they notice about this sentence.
  • Tell the students that sometimes, authors use a literacy device called alliteration to give their writing a certain style. Explain that alliteration is when the same beginning letter or sound is repeated multiple times in a sentence. Tongue twisters usually have tons of alliteration.

Explicit Instruction/Teacher Modeling (15 minutes)

  • Have students read the Peter Piper tongue twister aloud as a class.
  • Point out that all of the words in the sentence except "a" begin with the letter P.
  • Highlight the letter P at the beginning of each word.
  • Explain that in order to have alliteration, a sentence or line of a poem must have at least two or more words starting with the same sound.
  • Show students the Sally Sells tongue twister.
  • Repeat the process of finding and highlighting the repeating consonants.
  • Now, write your own alliterative sentence. For example: Macy makes marmalade with mangoes.
  • Model two more examples.

Guided Practice/Interactive Modeling (15 minutes)

  • Tell students that they're going to practice finding alliteration in a poem.
  • Give each student a Whether the Weather worksheet. Have students work with a partner to highlight or underline examples of alliteration in each line.
  • As students finish, they can use the backs of their sheets to write their own alliterative sentences with letters of their choice.
  • Have students share with the group which lines in the poem were alliterative and why. Students should reference the definition of alliteration in their answers.

Independent Working Time (15 minutes)

  • Have each student choose one letter and use it to write an alliterative line. (Students should use lined paper for this portion, rather than the backs of their worksheets.)
  • Encourage students to write several as time permits.
  • Students may also illustrate their alliterative lines.

Extend

Differentiation

  • Enrichment: For students who need a greater challenge, encourage them to write their own multi-line tongue twisters.
  • Support: For students who are in need of extra support, break poems down into separate lines. Encourage struggling students to look for repeating letters at the front of words. They may also work on the Fun With Alliteration worksheet for extra practice.

Review

Assessment (15 minutes)

  • Circulate the room to asses student understanding.
  • Check to make sure students understand why their lines are examples of alliteration.
  • Collect the students' work at the end of the lesson to check for accuracy.

Review and Closing (5 minutes)

  • Call students back together.
  • Invite students to share their alliterative lines and illustrations.
  • Ask the students who are listening to identify which sound is repeated.
  • Make sure to have students incorporate the definition of alliteration when explaining why a line is or is not alliterative.

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