LESSON SIX: Always Allow Alliteration (Part Two)
LESSON DESCRIPTION
Working in small groups, students create alliterative text and analyze why or why not words used are examples of alliteration. To apply learning, students draw a classmate’s name and write a sentence about that person using alliteration.
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 “There’s A Zoo in Room 22” by Judy Sierra
o “Timothy Tunny Swallowed a Bunny” by Bill Grossman
Supplies
o Nursery rhymes and tongue twisters
o Prose with alliteration
o Paper
o Writing utensils
Handouts provided
o Student copies of Alliteration
Words to know
o alliteration
FORMATIVE ASSESSMENT
Students draw a classmate’s name and write a sentence about that person using alliteration. Students must include at least three alliterative words in their sentence. Once completed, students draw a picture to illustrate their sentence. For examples, see http://devotion.brookline.mec.edu/classes/Yee/alliterationpoems/. Student work is assembled in a class booklet for everyone to enjoy.
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Suggestion |
Remind students that what they write needs to have a positive connotation. |
LEARNING ACTIVITIES
1. Continue reading a variety of literature that contains alliteration in poetry, nursery rhymes, tongue twisters and prose such as “There’s a Zoo in Room 22” by Judy Sierra (poetry) and “Timothy Tunny Swallowed a Bunny” by Bill Grossman (poetry).
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Suggestion |
If literature is not readily available, use tongue twisters and nursery rhymes. |
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Questions for Students |
Do you enjoy listening to this kind of literature? Explain why.
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2. Discuss and lead an activity on how to brainstorm words that alliterate. Stress that positive words need to be used. After an allotted time, compose a sentence with students using the generated words. For example, Mr. Mike made music mowing mushrooms.
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Questions for Students |
Is alliteration the repetition of letters or sounds? How could this sentence be illustrated? Explain.
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Suggestion |
Think of a good sentence ahead of time to help prompt the students. |
3. Put students in groups of three or four. Each group is assigned a letter to be brainstormed together to generate a group of alliterative words for that letter. The group then composes a sentence using their set of alliterative words. Collect and display the sets words and sentences around the room for students to use as a resource.
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Questions for Students |
Do you find this activity to be easy or hard? What makes it easy or hard? Why do you think authors use alliteration in writing? Explain. |
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Suggestions |
Facilitate for understanding of alliteration. Provide an allotted amount of time. |