August 9, 2015
|
by Rhondra Lewis
Lesson Plan:

All About Alliteration

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Grade

Students will be able to identify alliteration in text.

(5 minutes)
  • Use the Alliteration for Kids worksheet to introduce students to the content or review their prior knowledge.
  • Have students identify the alliteration in each of the sentences on the worksheet.
  • Allow volunteers to share their answers.
  • Tell students that alliteration is the repetition of consonant sounds at the beginning of words.
  • Tell students that metaphors are analogies that compare two unlike things without using "like" or "as."
  • Have students identify the two things being compared and explain how they are similar.
  • Explain to students that in this lesson they will identify alliteration in various texts and create alliteration of their own.
(10 minutes)
  • Distribute copies of the Pesky Peter Piper worksheet.
  • Have students read the poem aloud.
  • Have students identify the sound that they hear the most. (They should say /p/.)
  • Remind students that alliterations repeat consonant sounds at the beginning of words.
  • Have students complete the second poem by filling in a new consonant that creates a new alliteration.
  • Tell students that this alliteration may not make sense, but it illustrates that the consonant or beginning letter.
  • Let students know that they just created an alliteration.
  • Allow them to create and read their second fill-in-the consonant alliteration if time permits.
(10 minutes)
  • Have students work in pairs or small groups to complete the Alliteration worksheet.
(25 minutes)
  • Read the directions for the Alphabet Alliteration worksheet aloud.
  • Distribute the worksheet and have students complete it independently.
  • Enrichment: Allow students to use the Alliteration is All Around worksheet to find alliteration in a library book or other short story.
  • Support: Have struggling students complete the Fun With Alliteration worksheet, which has a word bank for support.
(5 minutes)
  • Have your students each create a paragraph that uses alliteration in at least three sentences.
  • Have them circle or underline the examples of alliteration in each sentence.
(5 minutes)
  • Have students explain in their own words what they learned today.
  • Allow students to ask questions that they still have about alliteration.

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