All About Alliteration
Students will be able to identify alliteration in text.
- 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.
Explicit Instruction/Teacher modeling(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.
Guided Practice(10 minutes)
- Have students work in pairs or small groups to complete the Alliteration worksheet.
Independent working time(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.
- 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.
Review and closing(5 minutes)
- Have students explain in their own words what they learned today.
- Allow students to ask questions that they still have about alliteration.