Lesson 4 of 15
Objective: SWBAT describe how words and phrases have rhythm and interpret their meaning.
Introduction to Alliteration
I like to use motivational hooks in my lessons. What better way than to show a video called: Alliteration Rap by Justin Vaughn.
Once I have students' captivated into the lesson, I introduce my Alliteration Poem Flipchart that not only provides background information about alliteration, but assesses students' knowledge about poetry (see source). This flip chart includes an embedded interactive Peter Piper video that students can sing along with. It allows students to practice the infamous Pickled Piper alliteration rhyme.
After students recite the alliteration poems and analyze its harmonic texture, we discuss ideas for creating our own alliterations. students brainstorm several examples of alliterations together as I write their ideas on the Promethean board (use the last blank page of flip chart). Common core is about sharing ideas and collaboration. Brainstorming allows that interaction.
Background knowledge is important for students to make sense of their learning. Students enter with different life experiences and knowledge into this lesson. Part of the flip chart is to assess what students already know. We share information from peers and the teacher to fill the gaps so students understand the basic foundational knowledge of alliteration . Common Core encourages this type of discussion and communication of knowledge through collaborative efforts. Depth in knowledge can only be attained once students dig deeper below the surface.
Using the Alliteration Poem Template, students create their poem. Students are instructed to write a poem that tells a story rather than a nonsensical one. They are paired with a partner to discuss creative ideas and get feedback. even though they are writing their own poem. This alliteration poem will be about themselves. I encourage students to describe themselves using alliterative adjectives. I circulate among students and listen to their interactive discussions.
I believe that teaching the Common Core is about the challenge to think deeper and out of the box. I ask students to perform the more rigorous task of "creating" their own poem. As noted on the hierarchy of Bloom's Taxonomy, creating uses higher order thinking processes. There is much more rigor to creating a poem than merely remembering, understanding, or applying what they learn from this type of poetry. Creating requires students to synthesize information, generate hypotheses, and develop new ideas that is relevant to them. Thus, students are deeply immersed in understanding how words and structure of poetry can add meaning and rhythm.
At the end of this activity, students share their alliteration poem: Alliteration Student Presentation and alliteration student sample. The class reacts to each poetry reading by giving feedback. Poetry brings about emotions. So, the class is asked what emotion each poetry reading brings to them. Students elaborate why this poem made them feel a certain mood. We discuss how poetry should be read with rhythm and emotion, not monotone, because each type of poetry creates a specific mood. Common Core learning is about sharing knowledge through Speaking, Listening, Reading, and Writing. This activity encompasses all those skills.
Effective feedback depends on a supportive classroom climate. Once that caring climate is established, students can feel safe to take risks and learn from their mistakes.