Group Lesson Plan: Alliteration for 1rst Grade
I.
Learners:
A. Features of Learning:
1. Experimenters are able to “assign meaning to text by applying
knowledge of specialized literary language” (112). This includes
skills such as literary syntax and alliteration. For example, while
reading the sentence “He went home,” a student understands that
the boy went to his home from the order of the words in the
sentence, which is literary syntax.
2. Experimenters are able to “use a variety of strategies to produce
conventional texts” (112). This includes methods such as copying,
asking for spellings, dictating, and spelling (112). For example, as
the student tells the teacher his or her story, the teacher writes
down what the student is saying, or the student copies words from
a word wall in their classroom during writing instruction.
3. Experimenters are able to sound literate and are precise “when
assigning meaning to storybooks and compositions” (112). This
includes using literary language and sophisticated words and word
order when retelling a book to others to show their understanding
of the text. This also means that each time they are retelling a text;
they are using the same words because they know these words are
actually being read (97).
4. Experimenters are able to “develop phonemic awareness” (112).
This includes paying attention to specific phonemes and being able
to segment words into each of their exact phonemes (100). This
means they can hear each sound in a word and then manipulate the
sounds. For example, a student would hear the word “dog” and be
able to say the words “log, hog, fog, bog, etc.”
5. Experimenters can “spell at the levels of emergent, early-lettername, and middle letter spelling” (112). This includes using one
letter to represent a sound in a word, using the letter name to spell
a part of a word or a phoneme, and using the beginning and ending
sounds of words and a vowel sound in their spelling (103). This
means they are starting to understand the relationship between
sounds and letters and how they work together to make a word.
B. Diverse Learners:
1a. Diverse Cultural Background
1b. Eight students are Hispanic Americans.
1c. Culturally Responsive Instruction: “Instruction that is
consistent with the values of students own culture and aimed at
improving academic learning” (378). On the Dia de los Muertos
(Day of the Dead), incorporate a book or activities that have to do
with this Hispanic celebration into the lesson.
1d. Additive Approaches: These “instructional methods build on
student’s home languages and cultures” (339). When learning
songs in class that relate to the lesson, such as nursery rhymes
songs, the teacher plays the song in English and in Spanish for the
class to listen to and learn.
1e. Multicultural Literature: “Fiction and nonfiction that, in
addition to representing the lives and concerns of a nation’s own
majority, also represent the lives and concerns of cultural, ethnic
and religious minorities and peoples living beyond its borders”
(385). Have informational texts and storybooks within the class
library that include characters or themes from culturally diverse
backgrounds.
2a. English Language Learners (ELL)
2b. Eight students speak Spanish as their first language.
2c. ELL Interactive Read-Aloud Procedure: “A technique that
teaches vocabulary and comprehension to English Language
Learners, using longer, more complex picture books, both narrative
and informational, than they can read on their own” (380). A poem
would be selected to read aloud to the class that has new
vocabulary to learn. This poem would be segmented into three
sections and for each section the teacher would pick three or four
vocabulary words to focus on. Each day, they reread the previous
part and retell the poem using the specific vocabulary words
focused on during the previous days.
2d. Shared Language: “Language that ELL and their teachers use
easily when communicating about reading and writing tasks”
(340). The teacher will introduce the components of writing a letter
to the students. Before writing a friendly letter in class, the teacher
will use vocabulary such as greeting, paragraph, indent, etc. as well
as while students are constructing their own letters.
2e. Using Cognates: “Words in different languages that have
similar spellings, pronunciations, and meanings” (344). A teacher
chooses a text that includes vocabulary words that are cognates to
Spanish words. The teacher creates a pop-up book with the
cognates that they refer to while reading the text aloud to the class.
C. Grade Level: The students will be in first grade and there will be 25
students in the class. This will be a whole class lesson.
II.
Short Term Objective: The learner will demonstrate how to write a poem using
alliteration.
III.
Rationale:
A. This objective is important for students because writing poetry is a stepping stone
to complex styles of writing. Poetry provides an alternative method of expressing
oneself through the written word. Also, alliteration focuses on letter sounds and the
relationship between these sounds and the beginning letters in words, expanding
students’ knowledge of the alphabet.
B. Grade Level Content Expectation:
1. Grade Level: First Grade
2. Subject: Writing
3. Heading: Text Types and Purposes
4. Students will approximate poetry based on reading a wide variety of grade
appropriate poetry.
IV. Materials
1.
Chart Paper- at least 5 sheets
2. Poster markers
3. Picture of Silly Sally
4. Overhead projector
5. Overhead projector screen
6. Large classroom whiteboard
7. Dry erase marker for teacher
8. “Silly Sally” poem written on chart paper
9. Frame for framing words of poems
10. Prepared list of at least 25 adjectives that match the beginning sounds of each
student’s name for the “Name Game”
11. “Fast Rabbits” by Natasha Niemi written on chart paper
12. “Adios Amigo” by Amy Gagliardi written on chart paper
13. Chart paper prepared with “My Pet Parrot” and two lines drawn
14. 25 small whiteboards for students
15. 25 dry erase markers for students
16. 25 erasers for whiteboards (can be cloths) for students
17. Chart paper prepared with “The Bouncing Balloon” and two lines drawn
18. 30 sheets (so there are extra) of primary writing paper (wide lined writing paper with
dotted middle line)
19. 30 pencils (so there are extra)
20. Interactive Writing (strategy from 50 Literacy Strategies)
21. Reading Corner with a large carpet
22. Assigned seats at desks or tables
23. Whiteboards, dry erase markers, and erasers passed out before lesson and sitting on
desks.
24. Teacher has paper and pencils and students get the paper and pencils from the teacher
before finding a place to write their poem.
V.
The Plan
Teacher invites students to take a seat in
the Reading Corner.
Teacher shows students picture of a girl
(Silly Sally) on overhead screen.
Teacher introduces students to Silly Sally.
Teacher says “Silly Sally” poem: Silly
Sally swiftly shooed seven silly sheep.
Teacher: Yesterday we read several poems
that included rhyming words. Today, we
are going to look at a different style of
poems.
Let’s look up here at this picture. This is a
picture of my friend Silly Sally. And Silly
Sally has many sheep. In this poem about
Silly Sally, it tells us “Silly Sally swiftly
shooed seven silly sheep.”
Teacher reads “Silly Sally” poem again to
class, pointing to words while reading from
chart paper.
Teacher: Let’s read that poem one more
time and follow along as I read each word:
“Silly Sally swiftly shooed seven silly
sheep.”
Teacher asks students what they notice
about the poem.
Teacher: Tell me what you notice about the
words and sounds in this poem.
Student 1: There are a lot of “s” letters in
that poem.
Student 2: You can hear the /s/ sound, like
a snake makes.
Teacher and students read the “Silly Sally”
poem together.
Teacher: That’s right. Let’s read the poem
all together and be looking for the letter “s”
and use your listening ears for the /s/
sound, just like a snake makes.
Teacher & Students: “Silly Sally swiftly
shooed seven silly sheep.”
Teacher defines and explains alliteration as
it relates to the “Silly Sally” poem.
Teacher: Raise your hand if you saw a
letter “s” while reading the poem. Raise
your hand if you heard the /s/ sound while
reading. Can you be a snake and make that
sound?
Students: (All make /s/ sound)
Teacher: You all are great snakes! Each
word in this poem starts with the letter “s”
which makes the /s/ sound. Because this
sound is repeated, or begins every word,
this way of writing is called alliteration.
Alliteration is when you write words one
after the other that begin with the same
sound.
Teacher writes the words “silly” and “city”
on the whiteboard with a dry erase marker
and underlines the first letter in each.
A lot of the time, this means the words all
start with the same letters, but that doesn’t
happen every time. For example the words
“silly” and “city” have the same /s/ sound,
but the word “silly” begins with an “s”
(underlines) and the word “city” begins
with a “c” (underlines). These are different
letters that make the same sound. This is
still using alliteration.
Teacher gets students into a circle and
introduces modified “Name Game”
activity.
Teacher: Now we are going to use
alliteration with our names. Everyone stand
up, grab someone else’s hand and make a
big circle. Now let go of everyone’s hands
and have a seat.
We are going to play a name game. I will
say a word and you have to listen very
carefully to the sound the beginning of the
word makes. If the sound at the beginning
of the word I say matches the sound at the
beginning of your name, you need to stand
Teacher describes how the teacher will say
a word and if that word begins with the
same sound as the beginning of the
student’s name, the student is supposed to
jump up so they are standing.
Teacher goes through prepared list of
describing words for everyone’s name.
up and shout your name.
Here’s an example. If I say “terrific,” then
Tracy and Tina should stand up and shout
their names because we hear the /t/ sound
in both Tracy and Tina, just like we did in
the word “terrific.” Are you ready to start?
Here we go.
Caring.
Student 1: Karen!
Student 2: Cara!
Teacher goes over why each example
works or why it does not work if a student
stands up when the word does not match
the sound of their name.
Teacher: You both are correct. Great work!
The /k/ sound in “caring” matches the /k/
sound in both Karen and Cara. You can
have a seat on the carpet. Here’s another
word.
Loving.
Student 3: Lily!
Student 4: Luis!
Teacher: You both are right. The /l/ sound
of “loving” matches the /l/ sound of Lily
and Luis. You both can have a seat.
Funny.
Student 5: Felipe!
Student 6: Peter!
Teacher: Let’s look at the beginning
sounds of those names compared with the
beginning sound of “funny.” Let’s all say
the word “funny” together.
Students & Teacher: Funny.
Teacher: Now let’s all say the word “Peter”
together.
Students & Teacher: Peter.
Teacher: When you listen closely, do you
hear that these words have different sounds
at the beginning?
Students: Yes.
Teacher: What is a word that would match
the sound in Peter’s name? (Wait time)
Teacher: How about the word “perfect?”
Do the beginning sounds of Peter and
“perfect” sound the same?
Students: Yes.
Teacher: That is right. “Perfect Peter”
would be an example of alliteration.
(This activity will continue for all 25
students)
Teacher moves to chart paper and turns to
“Fast Rabbits” poem.
Before reading the poem, the teacher
focuses on the meaning of vocabulary
words from the poem. (ELL Interactive
Read Aloud)
Teacher: Let’s look at examples of
alliteration in other poems, like we did with
“Silly Sally.”
Everyone find a spot on the carpet so you
can see the chart paper.
This poem is about rabbits that are really
fast.
Before we start reading this poem, let’s
look at a few new words.
(Pointing) This is the word “field.” What
do you think the word “field” means?
Student 1: I play on a soccer field. It is a
big area of grass.
Student 2: I have watched big guys playing
football with my dad on TV. He says they
play on a football field. It is big and green
with white lines.
Teacher: That’s right. Those are two
different kinds of fields. Fields are
normally made up of grass and take up a lot
of space.
Let’s look at another word in this poem
that is new to us.
(Pointing) This word is “scents.”
This is a difficult word. Scents are
something you smell. For example, does
chocolate cake smell like popcorn? No,
they have different scents, or different
smells.
Teacher reads “Fast Rabbits” poem alone
first.
Teacher: Now that we have looked at these
new words, I will read this poem to you.
The title of this poem is “Fast Rabbits.”
Use your listening ears to listen carefully as
I read it.
“Rabbits running so very fast,
In the field of green, green grass.
Sniffing for scents of snack time treats,
Hippity hopping on their happy bunny
feet.”
Teacher and students read “Fast Rabbits”
Let’s read this poem together.
poem together while teachers points at each
word on chart.
Students and Teacher:
“Rabbits running so very fast,
In the field of green, green grass.
Sniffing for scents of snack time treats,
Hippity hopping on their happy bunny
feet.”
Teacher asks students where they see
alliteration in the poem.
Teacher: Just like we looked for
alliteration, or the same beginning sounds
of words, in the “Silly Sally” poem, what
alliteration do you see in the “Fast Rabbits”
poem?
Student 1: Rabbits running.
Students will come up to the chart and use
the frame to show the phrase with
alliteration.
Teacher: Yes, both of those words start
with the /r/ sound. Show me, using this
frame, where you see those words in the
poem.
(Student places frame around “Rabbits
running”)
That’s correct. What other examples of
alliteration do you see in this poem?
Student 2: Green grass.
Teacher: Good. Both of these words start
with the /gr/ sound. Show me, using this
frame where you see those words in the
poem.
(Student places frame around “green
grass”)
That’s right.
Teacher does movement exercises with
students using alliteration while students
follow along.
Teacher: Before we look at alliteration in
another poem, let’s get up and move
around.
Everyone stand up where you are and do
exactly what I say.
Slowly stretching.
Twist and turn.
Jumping jacks.
Great job. Did you notice those were all
motions using alliteration?
Students: Yeah!
Teacher flips chart paper to “Adiós Amigo” Teacher: Take a seat on the carpet so we
poem. (Multicultural Literature)
can continue to look at alliteration in this
next poem. The title of this poem is “Adiós
Amigo.”
Teacher goes over any new vocabulary
This poem includes several words that are
words in poem.
in Spanish. What does the word “adiós”
mean?
Student 1: It means bye.
Teacher: Yes, that word means goodbye.
What does “amigo” mean?
Student 2: Friend.
Teacher: Good. What does the word “el
parque” mean? (Wait time)
Teacher: El parque sounds a lot like the
English word, park, where we sometimes
go to play outside. What does the word
“mañana” mean?
Student 3: Tomorrow.
Teacher: Thank you. That is right. Now
Teacher reads multicultural poem alone
first.
that we know the Spanish words in this
poem, I will first read it to you. Listen
carefully and follow as my finger points to
the words. The title of this poem is “Adiós
Amigo.”
“‘Adiós amigo,’ André shouted,
as Raúl rapidly ran away.
Plans to play en el parque mañana
makes for a magnificent Monday.”
What a nice poem about friends. Let’s read
this poem together.
Teacher and students read poem together
while teacher points at each word on chart.
“‘Adiós amigo,’ André shouted,
as Raúl rapidly ran away.
Plans to play en el parque mañana
makes for a magnificent Monday.”
Teacher asks students where they see
alliteration in the poem.
Just like we looked for alliteration in the
“Silly Sally” poem and the “Fast Rabbits”
poem, what alliteration do you see in the
“Adiós Amigo” poem?
Student 1: Adiós amigo.
Students will come up to the chart and use
the frame to show the phrase with
alliteration.
Teacher: Yes, both of those words start
with the /a/ sound. Show me, using this
frame, where you see those words in the
poem.
(Student places frame around “Adiós
amigo”)
That’s correct. What other examples of
alliteration do you see in this poem?
Student 2: Rapidly ran.
Teacher: Good. Both of these words start
with the /r/ sound. Show me, using this
frame where you see those words in the
poem.
(Student places frame around “rapidly
ran”)
That’s right. You all are such stellar
students who are learning about awesome
alliteration today!
Teacher flips to new page on chart paper to
create alliteration poem with class.
(Interactive writing)
Title of poem “My Pet Parrot,” is already at
the top the page.
Teacher asks what in the title is considered
alliteration.
Teacher: Now that we have read many
poems that use alliteration, we get to write
our own poem using alliteration together!
The title of this poem is “My Pet Parrot.”
Where is there alliteration in the title of this
poem?
Student 1: Pet and parrot both start with the
/p/ sound.
Teacher tells the students they will be
writing two lines to create a poem about
their pet parrot.
Teacher tells the students the two phrases
in the poem.
Teacher: Yes. Now we get to write two
sentences that use alliteration. I already
have the two sentences you are going to
write on your whiteboards when you get
back to your seats. This poem about “My
Pet Parrot” will say:
“Polly the pink parrot
Played with purple paint.”
Now let’s say this all together.
Teacher and students repeat the phrases
together.
Students & Teacher:
“My Pet Parrot”
“Polly the pink parrot
Played with purple paint.”
Teacher sends students to assigned seats
where whiteboards are on desks.
Teacher: Very good. You may all go back
to your seats where you will find a
whiteboard, marker, and eraser.
(Students return to seats)
Take the cap off the marker and get ready
to write!
Teacher models writing of poem word by
word as students write the words with them
on their whiteboards.
Teacher: Let’s start with the first word in
the poem, “Polly.” This begins with a /p/
sound made by the letter “p,” so write the
letter “p” on your whiteboard just like I am
writing it up here. Next comes the “olly”
part of the word and you use the letters “o,”
“l,” “l,” and a “y.”
(This sounding out and spelling of each
word in the poem will continue for the
remaining words in the poem)
After completing the writing of the poem,
students and teacher read the poem
together.
Teacher: Now that you have written out
this poem on your whiteboards, let’s read it
one more time together, listening carefully
to the sounds of the beginning of each
word.
Students & Teacher:
“My Pet Parrot”
“Polly the pink parrot
Played with purple paint.”
Teacher asks where alliteration is used in
poem.
Teacher: Good. Raise your hand and give
me examples of where you see alliteration
in this poem.
Student 1: Pink parrot.
Student 2: Purple paint.
Teacher: Those are two great examples of
alliteration.
Teacher flips to new page of chart paper
with title of poem for kids to write, “The
Bouncing Balloon.”
Teacher gives directions that students will
write two-lined poem on their own using
alliteration.
Students come up to teacher to get paper
and pencils.
Teacher instructs students to find a good
place to work and directs students to places
in classroom so they are spread out.
Teacher: Now since we have written a
poem all together, it is the exciting time
where you get to make your own poem
using alliteration.
Look up here. The title of the poem you
will write is called “The Bouncing
Balloon.” You will write two sentences,
just like we did in the “My Pet Parrot”
poem, for this poem. The sentences must
include alliteration, where the beginning
sounds of the words all match each other.
Once you have come up to get your paper
and pencil from me, you can find a quiet
and comfy spot in the classroom to write.
If you need any help thinking of words,
raise your hand and I will come over to
help you. When spelling the words, sound
them out the best that you can.
Okay, Table 1, you can come up and get
your paper and pencils.
(Each table will have a turn to collect their
materials.)
Teacher: Luis, why don’t you go over to
the writing corner to write your poem?
There is no one else over there so that will
be a nice quiet spot for you.
Teacher gives time for students to create
poem, walking around to assist.
After students are done, teacher asks
students to come back to Reading Corner.
(Wait time for writing)
Teacher asks students for two volunteers to
read their poems, or if the student prefers,
the teacher reads it to the class.
Teacher: Who would like to share their
poem? (Wait time, then if no one answers
ask) Or who would like me to read their
poem to the class?
Teacher: When you are all done with your
poems, please come find a spot to sit down
in the Reading Corner. We are going to
share our poems with everyone.
Student 1: I want to read mine.
“The Bouncing Balloon”
“Big blue balloon
Bouncing by a bat.”
Teacher: Thank you for sharing your poem.
You did a great job using alliteration. Who
else would like to share their poem? (Wait
time, then if no one answers ask) Or who
would like me to read their poem to the
class?
Student 2: I want you to read it.
Teacher: Okay.
“The Bouncing Balloon”
“Big bad balloon
Bounces with a blue ball.”
Teacher collects poems.
V.
Teacher: Thank you for sharing your poem.
You also did a great job using alliteration. I
am very excited to read all of your poems.
Before you leave for lunch, make sure you
give me your poem so I can read it. Adios
amigos!
Assessment
A. What the teacher will observe during the lesson:
The teacher will observe the students’ understanding of alliteration by having
students volunteer to use the frame to show words that use alliteration in the
“Silly Sally” poem. The teacher will also observe the students’ understanding of
alliteration if the students stand up when the correct word is said to match their
name during the “Name Game.” The teacher will observe the students’
understanding of alliteration in poetry by having students volunteer to use the
frame in both the “Fast Rabbits” and “Adiós Amigo” poems. Lastly, the teacher
will observe the students’ ability to write a poem using alliteration from the
students’ own poem creations that are turned in.
B. How will the teacher record his/her observations during the lesson:
The teacher will have an observational checklist on a clipboard with the names of
all the students. The checklist will have places to check off if the student stands
up during the appropriate word in the “Name Game” and if the student can
identify alliteration within any of the poems that are read aloud.
C. How the teacher will use this information in their future planning:
If the teacher observes many of the students easily grasping the concept of
alliteration in poetry, then the teacher will move on to a more complex concept
regarding poetry. If the teacher observes a majority of the students do not give
correct examples of alliteration, then the teacher will complete another, possibly
shortened, lesson about alliteration in class. If the teacher observes only a few
students did not show an understanding of alliteration and poetry, then the teacher
will do a brief review of alliteration as an introduction to the next literacy lesson.