Another Aspect of the Arts: Discovering Alliteration Through Poetry

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Objective

SWBAT create poems using alliteration.

Big Idea

Students understand the concept of alliteration through creating poems that use the technique of alliteration.

Engagement

5 minutes

This is a lesson introducing students to alliteration. Alliteration is a fun way of writing and students will be very engaged with this activity because its easy and entertaining.

I start this lesson with a tongue twister to get students attention. I then ask if any students know other tongue twisters. Students get a chance to share their tongue twister either with the class or with a peer.

I then explain that tongue twisters use alliteration for the repeated sound. Alliteration is when the first sound of a word is repeated with subsequent words. An example would be most tongue twisters such as Peter Piper Picked a Peck of Pickled Peppers, etc. 

Modeling

15 minutes

In this lesson students will use alliteration to create an alliteration poem. Here’s how I teach it. First, choose any consonant, vowel, or other sound we hear when we talk. For example, the sound made with the letter B. Then list as many words as you can that start with that sound. Especially try to write down verbs, adjectives, and nouns.

After I model this part of the task, using the worksheet provided, I start to form phrases such as Big Banjo Balloons Bubbled By the Bee.

I continue to form phrases and they try to put them together in a way that makes some sort of sense. I also elicit students help in common up with interesting words or phrases for the poem.

 

Big Banjo Balloons Bubbled By the Bee

While Busy Bananas Buy Black Tea

At the street fair.

 

Students then get a chance to try to make their own poems with at least 4 lines.

Independent Practice and Share

20 minutes

It is now students turn to create their own. I instruct them to pick a sound or a letter to focus their poem on. I do not assign letter because some will be harder to find enough words to support alliteration. Plus, even if the entire class had the same sound, they could still all write different poems.

After students have a sound chosen, they then write down as many words as possible that start with that sound. Finally, they start to form sentences using those words. They are so excited to be creating such a fun poem that they want to share with a neighbor the entire time. I ask that they help each other out with words and possibly phrases when a peer is stuck.

To close the lesson, students get to share their poems. After a student has shared, I ask the class to indicate the sound the alliteration is based on. If done correctly, it should be obvious to the listeners.