Grade Level:   Second      Subject: English/Language Arts

Anticipated Time Span: 45-50 minutes

Title of Lesson: Animalia Alliteration

Summary:

In this lesson, students will be engaged in an activity that focuses on the literary device, alliteration. After reading the book, Animalia, in whole group, the students will then work in table groups to write a simple sentence that use alliteration. Once table groups have finished, they will share to the whole class their sentence, then each student will pick a letter and will need to create their own simple sentence, and illustrate that sentence. Student’s individual work will be revised and edited with the teacher, and all revised sentences with illustrations will be hung around the classroom.  

Big Ideas:

1.      An author purposefully chooses words that help to create images, humor, mood, and rhyme.

2.      An author uses creative methods to help you remember letters and words that begin with that letter.

3.      Alliteration adds a feeling of fun and creativity to a story.

Essential Questions:

1.      How does alliteration make a story fun or creative?

2.      How does alliteration help you to remember the letters and words from a story?

3.      How does alliteration create images, humor, mood, and rhyme?

Materials and Technology:

Teacher

Whiteboard

Dry Erase markers

Animalia by Graeme Base

Stack of blank paper

Student

Paper

Pencil

Crayons

Vocabulary:

Alliteration: words that share similar starting sounds and letters

Connections:

Speaking- Full class discussion, table group work, brainstorming

Listening- listening to teacher read the book, listening to other students share ideas, listening to other groups share sentences.

Writing- Writing alliteration sentences

Reading- Following along as the teacher reads the book

Visually Representing- Illustrating the alliteration simple sentences

Viewing- Students will be able to view each other’s individual sentences and illustrations after the revising has been done.

Links to Standards:

RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses

SL.1.5 Add drawing or other visual displays to descriptions when appropriate to clarify ideas, thought, and feelings.

Lesson Objectives:

1.      The student will be able to recognize instances of alliteration in writing.

2.      The student will be able to demonstrate the use of alliteration by generating appropriate words and writing sentences containing alliteration.

Instructional Sequences:

Introduction to the topic:

Begin the lesson by gathering the class on the rug, in a half-circle facing the teacher. Address the class with alliteration about the day, for example if it were Wednesday, “What a wonderfully wacky Wednesday we are having. Can anyone think of any W words that would be making this a wacky Wednesday?”. Have students given suggestion to add to the alliteration. After several words have been added, read Animalia to the class.

Development:

·         After reading introduce the vocab word “Alliteration” to the students

·         Open Animalia to any page, and have the students read aloud the words with you, put extra emphasis on the beginning alliteration sounds

·         Tell the students that they will be working in table groups to make an alliteration sentence, using letter that you will give them.

·         Before giving out the letters, model what you want the students to do, on the white board.

·         Use the letter T for the modeling,

·         Use the sentence “Two tutu wearing tigers terrified travelers by tumbling over train tops”.

·         Inform the students that you would like them to have in their sentence:

o   One animal, circle the word tigers

o   One action, circle the word tumbling

o   The place, circle train tops

o   One feeling, circle terrified

·         Have the students move to their table groups nd give them their letter to work with,

o   One group gets C

o   One group gets D

o   One group gets G

o   One group gets B

·         Give the groups 8-10 minutes to work on the sentences.

·         Monitor progress and offer assistance as needed.

·         After 8-10 minutes, or when all groups are finished bring class back to the rug

·         Have each group share there sentence with the class

·         Now tell the students to return to their seats, and start passing out blank papers while they sit.

·         While passing out papers tell the students that they wil be picking a letter that they want to use, and will make a sentence with that letter.

·         They will then illustrate whatever they write once they are finished.

·         Remind the students to have: One animal, one action, the place, and one feeling in their sentence.

·         Give the students 15-20 minutes to complete their individual sentences.

·         Monitor and assist any students who need help during this process.

·         After 15-20 minutes have all the students put their names on their papers, and return to the rug.

Conclusion:

At the rug have the students share their sentences, and their illustrations with the class. Once everyone has shared have them turn in the sentences and illustrations to the teacher.

Evidence of Student Learning:

Students will be monitors throughout the course of the lesson. Table groups will be informally assessed by the teacher as they work, with assistance and feedback being given when asked for, or when the teacher feels it needs to be given. Once student have completed their own sentences and illustrations, they will be turned into the teacher to be formally assessed; (Using he checklist at the end of the lesson). After the initial lesson the teacher will meet with students to revise and edit their sentence so they can be hung around the classroom.

Planning for Learner Variability

Representation

3.2: The premise of the lesson is to identify and flush out the pattern of alliteration in the chosen book, and then take the critical point of that pattern and apply them in the students own writing. Any student who needs patterns clearly drawn out to benefit their understanding and learning will have no issues with this particular lesson.

Action and Expression

4.2: This lesson can easily be adapted to use computer for the writing process. Any student who requires a computer, talk to type programs, or even less technological advanced methods of writing assistance can all be accommodated during this lesson. Every student will be able to complete the writing portion of this lesson, with whatever assistive technology they require.

Engagement  

7.1: Once the table group work has been finished, student’s ae able to complete their own sentences with a wide range of individual choice. Students may choose whatever letter they would like to work with, and are not required to complete the sentence before illustration, or vice versa. The individual choice of the student is very great during this part of the lesson, and it is their individuality the makes the final product unique. 

Sources:

Base, Graeme. Animalia. Harcourt, 1986. Print.

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