Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Kristen Brink
4/21/16

Subject/ Topic/ Theme

Alliteration

Grade _______3_________

I. Objectives
How does this lesson connect to the unit plan?
The students are learning about poetry and poetic devices including figurative language. They have already learned about rhythm, which addresses how the poem
sounds and flows. Alliteration is another example of figurative language that plays with sound to convey meaning. By understanding alliteration and its purpose in
poetry, students will have more fun reading and writing poetry, and will be able to understand it more fully.
cognitiveR U Ap An E C*

Learners will be able to:

Define alliteration as the repetition of consonant sounds at the beginning of words.

Give at least one reason as to why poets might use alliteration in their works.
Create an alliterated poem about an imaginary creature.

R/U
Ap
C

physical
development

socioemotional

X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL 3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how
each successive part builds on earlier sections.

RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity
band independently and proficiently.

W3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

W3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

W3.6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and
collaborate with others.

RF.3.4: Read with sufficient accuracy and fluency to support comprehension.

RF.3.4.A: Read grade-level text with purpose and understanding.

RF.3.4.B: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

RF.3.4.C: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

L.3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.3.2.A: Capitalize appropriate words in titles.

L.3.2.D: Form and use possessives.

L.3.5: Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

The students should know that there are many different types of figurative language.
The students should already know what rhythm is and how it connects with poetry and
writing.
The students should know what a tongue twister is.

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Throughout the lesson I will ask probing questions and ask them to summarize what
they are learning. I will also be able to judge how well students are using alliteration by listening and looking at
the sentences they create as examples.
Formative (as learning):
Summative (of learning): I will assess them on the alliteration that they use in the poem they create.

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible:
When the students and I give
examples of alliteration in
sentences I will say the sentences
out loud as well as write them on
the board so they can see it.

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

students to do this lesson?

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression:
For students (specifically Andrew
and Ellie) who have trouble writing
what they are supposed to, I will
allow them to say what they want
their poem to be and I can write it
down for them.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback:
For the students who can write the
poem quickly, I can have them try
and include as many alliterated
words as they can in the
poemhow many can they get?!

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies:

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

For students who need to

monitor their progress, I can
make sure they understand (and
write) each line at a time while
they are writing their poem. It is
easy to get overwhelmed when
they look at the poem as a
whole. Once they write a line,
they can show me and they can
move on to the next one.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Microphone
Elmo
Alliteration Creature Poem (25 copies)
Chromebooks (each student has their own in the classroom)

The classroom will be set up as it normally is. The students will be sitting at their desks until
I allow them to work on their poems, at that time I will let them sit where they want around
the room.

III. The Plan

Time

Components

9:15
Motivation
(opening/
introduction/
engagement)

9:20

9:22
Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
First, I will start with asking if they know
After I recite a tongue twister, the students
what a tongue twister is. I will then recite
will have the opportunity to say one in
one that I know (i.e. Peter piper picked a
front of the class.
peck of pickled peppers). Once students
As we talk about we noticed, my students
have listened to me recite it, they will
will most likely recognize that most of the
have the opportunity to volunteer and say
words in each tongue twister began with
tongue twisters in front of their
the same letters or sounds.
classmates.
After a few volunteers have tried to recite
different tongue twisters, we will talk
about what they noticed.
o What makes a tongue twister so
tricky to say? What makes them
fun?
Explain that the tongue twisters they
recited demonstrate alliteration.
Tell my students that alliteration is the
repetition of consonants at the beginning
of words in sayings, poetry, and writing.
Whichever sound is being alliterated must
happen at least twice in the given
They should be able to create sentences
sentence.

9:23

9:25
9:30

9:35

9:45

10:00
10:10

10:15

Closure
(conclusion,
culmination,
wrap-up)

Ask them to think of a sentence with

alliteration in it (ex. the worm wiggled
when we touched his wet skin). I will then
give a parallel sentence, but without
alliteration.
Ask the students to compare/contrast these
two sentences.
o What does alliteration do to the
sentence? Why do people use it?
Explain that figurative language,
specifically alliteration, can make the
writing more interesting, it can catch the
readers attention and even create rhythm.
Put the instructions of the Alliteration
Creature Poem on the Elmo and explain
the directions of what they are going to
do. I will answer questions if they have
any.
Have the paper passers hand out
Alliteration Creature Poem and have
them take out their Chrome Books and
begin working. Encourage them to be
creative and add pictures or drawings of
their creature. Tell them to have a friend
edit it when they are done with it to check
for spelling and punctuation mistakes.
As they are working, go around and make
sure everyone understands.
When they are done, have them print it.
Gather the students at the back carpet and
have them share their poems one by one.
Have the students put their poems in their
poetry folder.

with alliteration and share them with the

class.
As we talk about the differences between
sentences with and without alliteration,
they should recognize that writing with
alliteration makes the writing more fun,
captivating, and interesting.

The students should be listening to

directions and ask questions if they have
any.

While the Alliteration Creature Poem is

being handed out, they should be taking
out their Chrome books and going onto
googledocs or googledrwaings to start
creating their poems.
They should edit their own poem and have
a friend edit their poem to look for
spelling and punctuation mistakes.
They should make sure they name their
document and put their name on it before
they print it.

The students will sit at the back carpet and

listen to their peers share their poems as
well as share their own.
When it is time to pack up, they will put
their poem in their poetry folder.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

I started out the lesson refreshing the students memory on rhythm and how that makes a poem flow. I read two poems to them and
after each one I asked if they could hear the rhythm in it, and what the rhythm was. Many of the students were able to pick up on the
rhythm; they told me they heard rhyming and they were able to hear me put emphasis on certain sounds and syllables. This was a
good refresher for them, however it took more time than I intended.
I then started introducing alliteration by asking what a tongue twister was and if they knew any. Right away, many students were
able to give examples. After many of them gave examples, I asked them what made a tongue twister hard to say. The second answer
was the one I was looking for, the beginning letter of each word was the same which made it tricky. I then explained that tongue
twisters, or when you say phrases that begin with the same letters, are examples of alliteration. They easily understood what a tongue
twister was and gave great examples, so I thought it would be an easy concept for them to grasp. However, when I asked them to
make their own examples up of alliteration it was very hard for many of them. Some of them gave great examples, but some just
gave rhyming words (for example, fuzzy wuzzy cuzzy buzzy). I reiterated the fact that alliteration is when the first letter of the
words are the same. After explaining this and then going into why alliteration is used, I passed out the Alliteration Creature Poem
worksheet. Most of them went to working right away and did a great job of making up their creature, but some students had trouble
thinking of a creature to use. Imagination can be difficult for some students, their brain only likes to think realistically, and I did not
realize how difficult it would be to get some students started.
As I was going around and helping students, I noticed that I did not do a good job of explaining that it should be the same sound
rather than the same letter that starts out the words. For example, some students were writing sentences with ss and shs, therefore
not creating alliteration. Others used ds and drs. I tried to explain it to the students who I saw did that, but I think I should have
interrupted the class because that is an important concept of alliteration to understand. However, before I was able to get to every
student and see how they were doing, the time was already up. They only had a few minutes to work on it and only a few students
were able to finish. Next time, I think I should take less time at the beginning talking about rhythm (either read just one poem, or
even just talk about the concept rather than do an activity).
I am very glad that I related tongue twisters to alliteration, this was a very easy concept for them to understand after they realized
that they were essentially the same thing. Next time, however, I think I need to cut them off earlier, because I let the students give
too many examples of tongue twisters which took up a lot of time.
Overall, I think the lesson went well, but my time management needed to be adjusted.