Beacon Lesson Plan Library

Fabulous Alliteration

Madonna Scime

Description

In this lesson, students explore an alliterative tale called [Four Fanished Foxes and Fosdyke]. They listen to the story, then brainstorm their own lists of alliterative words and make their own alliterative tales.

Objectives

The student uses a variety of strategies to prepare for writing (for example, brainstorming, making lists, mapping ideas, grouping related ideas, keeping a notebook of ideas, observing surroundings, answering questions posed by others).

The student understands similes, metaphors, analogies, and alliteration.

The student identifies and uses literary terminology appropriate to fourth grade or higher level (including but not limited to theme, simile, alliteration, metaphor).

Materials

-[Four Famished Foxes and Fosdyke] Edwards, Pamela Duncan. New York: Harper Collins Publishers, 1995.
(ISBN 0-06-024925-0)
-Teacher-made overhead transparency with one paragraph from the story written down
-Construction paper for each student
-Tree map (see Associated File)

Preparations

1. Check out the book, [Four Famished Foxes and Fosdyke] .
Edwards, Pamela Duncan. New York: Harper Collins Publishers, 1995.
2. Select one page from the story and write it on an overhead transparency.
3. Have a supply of construction paper (one sheet per student)
4. Download Associated Files from lesson plan (tree map and checklist); create copies for class

Procedures

Gain attention:
1. Read the story [Four Fanished Foxes and Fosdyke] aloud to the class. As you are reading, discuss any unfamiliar words and their meanings with the class. There are several rich opportunities throughout the story for vocabulary instruction, such as context clues.

Present objectives:
2. After reading, discuss the term alliteration with the class. Elicit examples students remember from the story.

Engage students in learning:
3. Using the teacher-made overhead, have a volunteer underline all words that begin with the letter "F" on the page.

4. Next, make a tree map (see Associated File) on the board for the letter "Q". Have the students brainstorm and fill in all the words they can think of that begin with the letter "Q". Write them under the correct sub-heading. (You may need to review the terms: noun, adjective, verb, and adverb.)

Provide for practice:
5. Have students select one letter of the alphabet and brainstorm as many words as they can that begin with that letter. You may want to use the tree map found in the Associated File, or just have the students draw it on their own papers. (Also, if you are making a class book with ALL the letters of the alphabet, you may want to assign the letters, or have them randomly pick a letter from a hat.) The teacher should assess the tree maps to make sure the student is only using words that begin with that letter. This will let you know who really understands what alliteration is. Students who need extra help can also use the dictionary or thesaurus to assist.

6. Once the tree maps are completed, students create a paragraph demonstrating their knowledge of alliteration. Encourage the students to write complex sentences, using at least one word from each of the four categories on their tree maps. They can also illustrate their paragraph.

Provide feedback:
7. Students read their paragraphs aloud to the class. The students who are listening can give positive comments or ask questions.

8. Assess the finished paragraph. (see Associated File for a checklist)

Assessments

**This lesson addresses alliteration.
1. Observe how students are using context clues to figure out some of the more challenging vocabulary during the discussion of the book.
2. Formatively assess the tree map to determine if the student has listed only words that begin with the selected letter. If there are words on the student's list that do not match the selected letter, one-on-one assistance, or peer help may be necessary.
3. Assess the alliterative paragraph using the checklist provided in the Associated File. Points to be assessed include:
a. Does the student use a variety of alliterative words from the tree map?
b. Does the student properly use nouns, verbs, adverbs, and adjectives?
c. Does the student have a clear understanding of what alliteration is?

Extensions

Compile each student's finished paper into a class book. Display this in the media center.
Have each student create and illustrate an entire story, then share it with a reading buddy.
Pick one letter as the "letter of the day." Encourage the use of that letter for the entire day.
Have a contest to see who can count all of the "F's" used in the story [Four Famished Foxes and Fosdyke].
Return to the Beacon Lesson Plan Library.