Lesson Plan #: AELP-WCP0225
Writing with Alliteration
An Educator's Reference Desk Lesson Plan
Submitted by:
Dorie Thurston
Email:
doriethurston@hotmail.com
School/University/Affiliation:
Chesterfield County Schools, VA
Date:
May 28, 2003
Grade Level:
3, 4, 5
Subject(s):
-
Language Arts/Writing
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Language Arts/Grammar
Duration:
45 minutes
Description:
This lesson teaches the writing style of alliteration, writing a sentence or phrase using the same letter sound at the beginning of each word.
Goals:
Virginia Standards of Learning (SOL's)
:
-
Third Grade - Writing
3.9 d) Include descriptive details that elaborate the central idea.
-
Fourth Grade - Writing
4.7 e) Utilize elements of style, including word choice and sentence variation.
4.8 f) Incorporate adjectives and adverbs.
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Fifth Grade - Reading
5.5 e) Describe how an author's choice of vocabulary and style contributes to the quality and enjoyment of selections.
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Fifth Grade - Writing
5.8 d) Use precise and descriptive vocabulary to create tone and voice.
Objectives:
-
Students will be able to understand the meaning of alliteration.
-
Students will be able to write a sentence or phrase using the same letter sound at the beginning of each word.
Materials:
-
dry erase board
-
chalk board or overhead projector
-
paper and pencils
-
white drawing paper
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crayons or magic markers
Vocabulary:
-
Alliteration
- Writing style in which the same sound is repeated at the beginning of each word in a sentence or phrase.
Procedure:
Read a story that uses alliteration, such as
Thank You for the Thistle
(by Dorie Thurston, lesson plan author). Ask students to listen to the poetic sounds they hear as the story is read. Read a small selection at a time and ask which letter sound is heard at the beginning of each word. Tell the class that they are going to alliterate as a group. Write a subject noun on the board such as "cat." (Animals are easier and fun to alliterate!) Ask the class to think of an adjective that describes the cat which begins with the letter sound "k." It can begin with a "c" or "k", but not a "ch" combination which has a different sound. Write their suggestions on the board (cute, calico). Ask the class to think of a verb or action that the cat can do (crept, climbed, caught). Ask students to think of an adverb that describes how the cat moved (cautiously, carefully, carelessly). What did the cat catch? (cricket, creature) Where did the cat climb or creep? (couch, car, curtains) There should be a whole sentence on the board when they finish. Create a few more sentences together and then ask the students to write their own sentence. When they have finished, let students share their sentences with the class.
Assessment:
Give each student a letter of the alphabet; ask each student to write a sentence with that letter at the beginning of each word. Ask them to draw a picture that depicts their sentence. Put all of the students' work together into an alphabet book that can be read to the younger grades.
Useful Internet Resources:
*
Dorie Books
http://www.doriebooks.com
*
Virginia Standards of Learning (SOL's)
http://www.pen.k12.va.us/VDOE/Superintendent/Sols/home.shtml
Special Comments:
This lesson makes students think about using more descriptive words, such as adjectives and adverbs, when they write. It also helps them to think of more vivid verbs.