Literacy Lesson Plan - Alliteration

Grade Level: ​4th grade Unit:​ Figurative Language

Central Focus: ​Students will learn about three different types of figurative language and their purpose in
literature.
Standard(s):
● L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
● RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
● SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and
expressing their own clearly.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the
discussion.
Accommodations:
Language Supports: IEP Supports Above Grade Level Supports:
● “Alphabet Aerobics” video shows ● “Alphabet Aerobics” ● Push students to make text
the first letter that corresponds with video shows the first to text connections by
each alliterative verse so students letter that corresponds finding examples of
can see and keep track of which with each alliterative alliteration in other texts
letter sound to listen for verse so students can
● 1 on 1 check in with students to ● Ask students questions that
see and keep track of
clarify instructions help monitor and evaluate
which letter sound to
● Give extra time as needed listen for their learning
● Non verbal check ins (thumbs ● 1 on 1 check in with ● Ask students to provide text
up/down) students to clarify evidence that supports their
instructions response
● Give extra time as
needed
● Non verbal check ins
(thumbs up/down)
Materials Needed:
General Materials
● “Alphabet Aerobics” video ​https://www.youtube.com/watch?v=aKdV5FvXLuI
● “The Gnome, The Gnat, and the Gnu” poem by Shel Silverstein on chart paper
● Highlighter tape
● Projector
● Document Camera
Class Set (33 students):
● Alliteration worksheet
Objective(s):
● Students will be able to recognize alliteration and provide text evidence by referring to details and
examples in the song “Alphabet Aerobics” and poem “The Gnome, The Gnat, and The Gnu”.
● Students will be able to recognize and identify alliteration
Possible Challenges /Misconceptions: Prerequisite Knowledge:
 ● EB students and students with ● In 3rd grade, students learned about word relationships
IEPs might need support with and nuances in word meanings [CCSS.L.3.5
identifying similar first letter Demonstrate understanding of word relationships and
sounds nuances in word meanings and CCSS.L.3.5a
● Some students might struggle Distinguish the literal and non-literal meanings of words
with coming up with words for and phrases in context (e.g., take steps)]
their alliterative sentences on their ● Earlier in the figurative language unit, students learned
Alliteration worksheets about similes/metaphors, synonyms/antonyms, and
● The “Alphabet Aerobics” listening idioms. Students were introduced to these different
task has verses in alphabetical types of figurative language as they appeared in the
order. Students might assume ELA curriculum, ​Wonders
alliteration is related to ● In the ELA curriculum, ​Wonders​, students learn about
alphabetical order different strategies readers use to comprehend text how
to apply them when reading different texts (ex:
visualization, providing key details from the text as
evidence to support their ideas)
Assessment:
Pre-Assessment
● “Alphabet Aerobics” listening task: activates students’ background knowledge and gives the teacher
an idea of students prior knowledge of alliteration.
Formative Assessment
● “The Gnome, The Gnat, and the Gnu” highlighting task: Students are asked to highlight the common
beginning letter sounds on the poem chart. Correct placement of the highlighter tape demonstrates
students’ ability to correctly identify alliteration
● Whole class discussion: Student responses during the class discussion about “Alphabet Aerobics”
and “The Gnome, The Gnat, and The Gnu” poem demonstrates understanding of alliteration
● Alliteration worksheet: Student’s use of alliteration will demonstrate their understanding of that
figurative language device.
Opening: Teacher Actions Student Actions
1. Teacher explains to students that during the past 1. Students listen actively to
5 minutes few weeks, we have learned about different types introduction that reviews
of figurative language like similes, metaphors, figurative language
Review idioms, and hyperbole. 2. During whole class
purpose of a. Authors use figurative language to create discussion, students share
figurative tone and help the reader visualize characters examples of idioms and
language. and events in a story. hyperbole
b. Teacher reviews idioms and hyperbole with the 3. Students listen along to
“Alphabet class and asks students for examples of idioms “Alphabet Aerobics” and
Aerobics” and hyperbole think about the sound
listening task 2. Teacher explains to students that they will be pattern they hear
learning about another type of figurative language. a. Students give a
a. First they will listen to a song that has a very thumbs up on their
specific pattern. chest when they
b. Students are challenged to listen to the song figure out the pattern
to try to determine the pattern. 4. During the whole group
3. Teacher plays “Alphabet Aerobics” for the class discussion, students share
and asks students to show a thumbs up on their their responses and/or
chest when they hear the pattern. background knowledge
4. At the end of the song, teacher asks the class to about alliteration
identify the pattern.
a. Teacher asks students to share a line from
the song as text evidence to prove their
claims.
 b. Teacher writes those lines on the board. (If
students can’t think of one, write ​“Perfected
poem, powerful punchlines” or “Really raw
raps, risin' up rapidly”)
c. Teacher points out that the first letter of each
word begins with the same letter sound.
Circle the same first letter sound as it occurs
in the example sentence.
Introduction: 1. Teacher explains that this is a type of figurative 1. Students read phrase ​“She
language called alliteration. sells seashells by the
10 minutes a. Authors use different letter sounds to create seashore” together out loud
rhythm, mood, or emphasis that focuses a. Students identify the
Introduce readers’ attention on certain sections in a common beginning
alliteration passage. letter sound in that
2. Teacher writes “She sells seashells by the phrase
Read seashore,” reads this phrase out loud with 2. Students actively listen to
students, and asks students to identify the the poem “The Gnome, The
Model Idiom common beginning letter sound in that phrase. Gnat, and The Gnu”
worksheet a. If extra practice with alliteration is needed, a. Students identify the
teacher writes the phrase “But a better butter common beginning
makes a batter better” and discusses with the letter sound in the
class poem
3. Teacher tells the class that they will be listening to 3. Students engage effectively
a poem where the alliteration is written in a unique in the whole class
way. Teacher asks students to first listen to the discussion about
poem and think about which letter sound they hear alliteration, building on
the most. others’ ideas and
a. Teacher reads “The Gnome, The Gnat, and expressing their own
the Gnu” poem out loud. clearly.
b. Teacher asks students which letter sound a. Students pose and
they hear the most. respond to specific
c. Teacher shows the poem on chart paper and questions to clarify or
explains to students that the author uses follow up on
unique spelling to show alliteration and focus information, and
the readers’ attention on certain phrases. make comments that
d. Teacher points out the unique spelling of contribute to the
words that have the “gn” sound discussion and link to
e. Choose two sentences and ask students to the remarks of
highlight the beginning “gn” sound. others.
4. Teacher displays the alliteration worksheet on the b. Students review the
document camera and reads the instructions. key ideas expressed
a. Teacher challenges the class to create their about alliteration
own alliterative sentence using the first letter 4. Students follow along as
of their name. teacher reads directions on
b. Teacher models an alliterative sentence the Alliteration worksheet
using the first letter of their name. Teacher a. Students work with
asks students to help create an alliterative the teacher to
example sentence complete an example
idiom on the Idiom
Worksheet
Body of 1. Teacher circulates the room, monitors students’ 1. Students write an
lesson: progress, and provides clarification as necessary alliterative sentence using
15 minutes the first letter of their name.
 2. Teacher asks students about students’ alliterative 2. Students illustrate their
Alliteration sentences and asks students about the common sentence in the
worksheet first letter sound they used. corresponding box
task a. “What is the common first letter sound?” or 3. Students in small group
“How does your sentence use hyperbole?” work with the teacher to
3. Teacher calls a small group to the carpet and create an alliterative
works with them to create an alliterative sentence sentence

Closure: 1. Teacher asks a few volunteers to share their 1. Students share their
5 minutes Alliteration worksheets with the class. alliterative sentences and
a. Teacher asks the class about examples of illustrations with the class
Students alliteration they used in the text a. Students describe
share b. Teacher helps students make connections, what is happening in
Alliteration and ensures that big ideas are brought each picture
worksheets forward b. The rest of the class
actively listens to
each story and
identifies the
alliteration in their
classmates’ stories
Next Steps:
● Throughout the school year, the teacher can point out alliteration that show up in text passages and
discuss the purpose in the text.
● As an ELA warm up task, the teacher can ask students to identify alliteration .
● During Writer’s Workshop, teacher challenges students to include alliteration in their narrative writing
● Teacher uses the Alliteration worksheet as a formative assessment to determine which students need
support. In small groups, the teacher provides more examples of alliteration and discusses the
repetition of initial sounds