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Step into our Dr. Seuss Unit: Alliteration

marleeyunger
Oct 29, 2015
3 min read

Cycle Level: 1

As part of our unit on Dr. Seuss, here's the alliteration section in action.

The Complete Lesson

Introduction: (the “hook”)

I will ask students to sit on the carpet and facing the rocking chair.

I will show students the book Dr. Seuss’ ABCs.

I will tell students to pay close attention to the sounds the words make throughout the book.

I will read students the book.

Development: (step by step sequential procedure how the lesson will unfold)

After we read the book, I will ask students questions.

I will say something like:

What did you notice about the way the book was written?

Did you hear anything that sounded alike? What was it?

When the class agrees that the words begin with the same sound, I will explain to them that this is called alliteration.

I will say something like:

When words begin with the same sound, this is called alliteration. It’s similar to rhyming, but with the beginning of the word instead of the end.

I will give students some examples and then ask for some examples.

We will sit around the Smartboard to play an alliteration game. They will have to find the word that has the same beginning sound.

When I feel like students understand the concept, I will tell them to sit in a circle on the carpet. I will tell them that we will be playing a game to understand alliteration for.

The Game: Going on a Trip

The person who starts will pick an onset sound for items that will bring on their trip. This person will say “I’m going on a trip to (place with onset sound) and I’m going to bring (item with the same onset sound)
The next person continues and adds to the list with the same onset sound.
The same onset sound is used until someone makes a mistake or can’t think of a word.

Tasks:(any tasks that may occur? Carry over time?)

We will complete a worksheet on alliteration.

Worksheet

Students will write their own alliterations using a letter chosen at random.
Students will write their letter in the space where it says “big __, little ___. What begins with ____?”.
Students will then write a verse using alliteration. They must use at least 5 words with the same onset sound.
Students will draw a picture to correspond to the verse.

Closure:

Students will place their work in their “working on writing” duo-tang. We will discuss alliteration one more time. I will ask them what they think might happen if we say our alliterations really fast, in order to get them excited and thinking about tongue twisters, which is our next lesson.

Assessment:

Students will be evaluated on their participation and ability to fill out the worksheets.

Did they try to sound out the words?
Did they use classroom resources, such as the word wall?
Did they use the appropriate onset sound?

Adaptations and Modifications

The two second grade students unable to properly recognize letters:

They will be given another worksheet that works on consonant sounds. I will give them the choice which consonant they are interested in using.
The worksheet starts off the same by saying “big ___, little ___“. Then it reads “these are words I know that begin with the letter ___”. Then, the student needs to draw pictures and write the word for words they know that begin with the chosen letter.

The five grade one students:

These students will be given an option for their worksheet. They could do the modified one or the one the rest of the class is doing.
I will encourage two of the girls to complete the harder worksheet, since they are strong enough to do it.

Student on the Autism Spectrum:

Student is very capable to complete work, just like any other student. I will still give him an easier letter for the regular worksheet.

Students who excel:

I will attempt to assign harder letters, such as Q and Z, to these students.
Students will end up finishing earlier and then will write alliteration sentences in their journals.