Lesson 2 of 9
Objective: SWBAT identify sentences that utilize alliteration and then be able to write sentences using alliteration.
Alliteration is another technique authors use to captivate their reader. When we work on this skill, I want to give my students plenty of opportunities to practice this skill orally. When we practice orally we need to follow a set of rules so that mass chaos doesn't break out. I've established talking routines with partners and when we practice today we will be addressing standards SL1.1 and SL1.1a.
For today's lesson you'll need either your Smartboard lesson Similes, Metaphors, and Alliteration.notebook or your Activboard lesson Similes, Metaphors, and Alliteration.flipchart. You'll also need several books that utilize alliteration. I am using the books "Some Smug Slug" by Pamela Duncan Edwards and "The Absolutely Awful Alphabet" by Mordecai Gerstein. Students will also need their student work packets from yesterday's lesson.
Reading Our Stories
One of the ways I have found to boost student achievement and have your students retain information better is to have them talk about the content so that students can develop their oral language structures and vocabulary around the material. We are always talking in my room and I keep changing up partners so students are used to working with a diverse group of people. I have some resources for you to help you partner your students. Check the resources here: fun_ways_to_group_students.pdf, here: PartnerPickingCards.pdf, and here: sorting sticks.pdf.
After partnering up students, we sat down on the carpet in front of the Activboard. I said, "Today we are going to learn what alliteration is. Authors use alliteration to capture their readers' attention and make sure their words sound good. It is fun to read sentences with alliteration, and I am going to read some books now that utilize alliteration."
I read "Some Smug Bug" and "The Absolutely Awful Alphabet". As I was reading these books I pointed out the different sentences and what sound was used in each alliteration. Once I finished reading I said, "Now it's time for us to look at some examples and do some practicing together."
I went to the Activboard and turned to slide 22. We discussed the examples on slides 22 - 24. Once we discussed the examples we did some practice alliterations by using the slides on pages 26-29. I gave students time to talk with their partners and then we shared with the class.
Some of my students had problems, and I have elaborated a bit more on what to do when students are struggling in my reflection.
You can see the practice portion of this lesson here in this video: Discussing Alliterations.mp4.
We went back to our seats and the students got out their packets from yesterday. We looked at the three practice activities on pages 5-7 on their packet. We "threw around some ideas" about what they could write for their alliterations. Then I set students to work to write their sentences.
You can see this portion of the lesson by watching the video here: Speaking and Writing Different Alliterations.mp4.
My students had such a good time creating their alliteration sentences. So as a closure I just had students share their sentences with the class. This gave me one more opportunity to check for understanding and it gave the students the opportunity to learn from one another by listening to others' ideas.