LESSON FIVE: Always Allow Alliteration (Part One)
LESSON DESCRIPTION
Working in small groups, students identify and create alliterative words and sentences. Understanding is checked as students identify the letter(s)/sound(s) being alliterated and compose sentences.
GRADE-LEVEL EXPECTATIONS
o R2B The student will identify author’s use of rhythm, rhyme, and alliteration in poetry and prose, with assistance
LESSON MATERIALS
Sources of Literature
o “Four Freckled Frogs” by Ruth Thomson
o “Two Blue Cockatoos” by Ruth Thomson
o Thank You for the Thistle by Dorie Thurston
o Some Smug Slug by Pamela Duncan Edwards
o Dr. Seuss’s ABC by Dr. Seuss
o Berenstains’ B Book by Jan and Stan Berenstain
Supplies
o Nursery rhymes and tongue twisters
o Pre-made word cards
o Sentence strips
o Overhead
o Writing utensils
o Transparencies
Handouts provided
o Student copies of Alliteration
Words to know
o alliteration
FORMATIVE ASSESSMENT
Students are provided text (poetry and prose), from which they identify the letter(s)/sound(s) being alliterated. See the summative assessment for examples of how to set up questions.
LEARNING ACTIVITIES
1. Read aloud poetry and prose containing alliteration such as “Four Freckled Frogs” by Ruth Thomson (poetry), “Two Blue Cockatoos” by Ruth Thomson (poetry), Thank You for the Thistle by Dorie Thurston (prose), Some Smug Slug by Pamela Duncan Edwards (prose), Dr. Suess’s ABC by Dr. Suess (prose), and Berenstains’ B Book by Jan and Stan Berenstain (prose). Also use nursery rhymes such as Dickery, Dickery, Dock; Peter, Peter, Pumpkin Eater; etc., to illustrate alliteration.
|
Questions for Students |
How are the books the teacher read today different from the previous books that have been read? Explain. What is the difference between poetry and prose? Name characteristics of each. What is alliteration? |
2. Display poetry and prose text from previous reading material on overhead. With students, read text together. Students are asked to respond by circling the alliterative pattern in the text.
|
Questions for Students |
What letter/sound do you see over and over again? What sounds are being alliterated - beginning, middle, or end? Do words that alliterate have to begin with the same letter? Explain. Does it mean that words alliterate just because both words begin with the same letter? Explain. |
|
Suggestion |
Be sure students understand that alliteration is the repetition of sounds, not letters. For example, chunk/cat = no alliteration no/knee = alliteration think/thought = alliteration say/shoe = no alliteration |
3. Divide students into cooperative learning groups of three to four. Write a variety of letters on the board such C, B, D, S, and T. Leave enough space between letters to make columns for words. Pass out pre-made cards to each student with a word that begins with one of the letters on the board (see Alliteration handout). Students place their word under the letter that it can be alliterated with. Discuss each column of words for correctness, problems, etc. Remove the words that don’t belong once discussion is over. In a group, students write a sentence on a sentence strip using the words that remain on the board (Each group is assigned one letter by teacher). Someone from the group posts the sentence strip. The group shares their sentence.
|
Questions for Students |
How do you know ( ) doesn’t belong? Do you see any ways the sentences could have been written differently?
|
|
Suggestions |
Some of the words on the cards the students have need to be non-alliterative. For example, the letter C will have the following cards underneath it: chocolate, carrots, Carol, crunches, carefully. The one that doesn’t fit is chocolate. Other cards that do not belong in the lists are shine and think. Every child should have a card. |