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Lesson objective:
Students will correctly identify and use examples of alliteration with 100% accuracy.

Anticipatory set:
As anticipatory set, I will ask students if they've ever heard of tongue twisters. Then use "Sally sells seashell down by the seashore" as an example to get them thinking. Then I'll ask them if they have any they can share. Then I will try to get them to tell my they are called tongue twisters. Hopefully, they respond "Because words all start with the same letters or the same sounds." This I will tell them is alliteration.

Lesson opening: To open the lesson, we have a short discussion on alliteration, explaining its definition and how it can be used to make stories more lively. We will, then, review several more tongue twisters to establish what alliteration looks and sounds like.


Lesson body: As the lesson continues, we will be split into three groups of two. Each group will review one of three poems: “A Little Alliteration,” “Camilla Caterpillar,” and “As I Went Walking.” Each group will have to identify the examples of alliteration found in their poem and must then present it to the class.


Lesson evaluation: As evaluation, students will identify all examples of alliteration found in “Below Bikini Bottom” with 100% accuracy.

Extended practice: As a means of evaluation, students will have to compose their own book of alliteration, similar to the one used in the lesson body.





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