Lesson Plan Format
Name: Ms. Krishonda Johnson Date:
Subject: Language Arts # of Students: 25 # of IEP Students: 0
Major content: Alliteration Unit Title: Alliteration in Headline Poems
ACTIONS—Prior to the lesson, students were taught alliteration using tongue twisters, such as “Peter picked a pail of pickled peppers” and introduced to the term alliteration and asked to create their own examples of alliteration as well as find examples of alliteration in poems. When the students understand the concept of alliteration, they are given a handout that explains the assignment of writing a headline poem. The assignment requires each group to create a headline poem using words that they have cut out from magazines and/or newspapers.
Goals
and Objectives-
Students will be able to:
define
alliteration and find examples of alliteration in poetry.
create sentences that contain examples of alliteration.
write complete sentences with correct punctuation.
write a
headline poem keeping with one central theme.
incorporate three examples of alliteration into the headline poem.
Connections-
Academic Expectation 1.2: Students make sense of the
variety of materials they read.
Academic Expectation 1.11: Students write using
appropriate forms, conventions, and styles to communicate ideas and information
to different audiences for different purposes. Students need the ability to
communicate ideas clearly through writing will benefit the student throughout
formal education and life.
Context-
Writing a headline poem allows students to apply new information on technique of alliteration and to reinforce writing skills, such as writing in complete sentences, correct punctuation and focusing on a central theme.
Resources-
- Supermodel,
example poem
- Twirlers, example
poem
- Headline Poem
assignment sheet
Web
Resources
1. Alliteration Website- http://www.d123.s-cook.k12.il.us
This site provides a student worksheet on
alliteration. It offers a definition, examples, finish the sentence blanks, and
lines where students can write their own examples of alliteration.
2. Brayford Alliteration Website-http://www.highbray.demon.co.uk/allit.htm
This site provides excellent student examples of
alliteration.
3. Mrs. Dowling’s
http://www.dowlingcentral.com/MrsD/area/literature/Terms/alliteration.html
This site defines alliteration and gives examples of
alliteration in poetry by such writers as Longfellow and Poe. This site also
has an online and printable quiz on alliteration.
4. NAME Website-http://www.windowsproject.demonco.uk/wbweb/wwbg26.htm
This site teaches alliteration using tongue
twisters.
Materials
- scissors
- glue
- magazines
- large sheets of paper
- envelopes
Procedures-
In preparation for this lesson, I reviewed the
websites and decided which examples and worksheets to use with my students.
- I would ask the students, if they have heard of the following
tongue twister, “Peter picked a pail of pickled peppers.” As a class, we
would look up other examples of tongue twisters on NAME website http://www.windowsproject.demon.co.uk/wbweb/wwbg26.htm
- Then, I would tell them “this is an example of alliteration”.
Next, I will have them to go to Mrs. Dowling’s Literature Terms
website http://www.dowlingcentral.com
on their laptops and find the definition of alliteration. Once, the class
has found the definition. I would have a volunteer to read the definition
to the class.
- Next, I would ask the class,”The examples of alliteration that you
have observed through the websites, do they match the definition. Alliteration
is the repetition of a consonant sound at the beginning of the words.
“What consonants did you hear in each example?”
- For practice, we will take a look at the quiz on the Mrs.
Dowling’s Literature Terms website and
assess how well the students comprehended the concept.
- On the board or overhead, I will write some fill-in-the blank
alliteration examples from the websites and print and/or copy worksheets
provided on the websites if extra practice is needed.
- Next, I would split the class into groups of 3-5 people and pass
out the assignment handout, and read the sheet aloud as students follow
along. Answer any questions.
- I would give each group 2 or 3 magazines or newspapers, scissors,
paper, and an envelope.
- After they begin cutting out words and letters, students can put
their words in their envelopes until they are ready to glue. They also may
want to write the words they have cut out on the outside of the envelope,
so they know exactly what they have.
- Students maybe allowed 2 or more class sessions to work on
activity, but they can work on the activity at home as well.
.
Student
Assessment-
The following 4 questions (criteria) will be used to
determine the project grade along with an attached rubric.
I.
Were there 25
or more words on the page?
II.
Were there
complete sentences in the poem?
III. Did the sentences flow together keeping with (1)
theme?
IV.
Were there
three clear examples of alliteration?
V.
Was it
appropriate?
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REFINEMENT- Prepared after the lesson and the post observation conference.
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IMPACT—Prepared after the lesson and post-observation conference
Reflection/Analysis of Teaching and Learning-
Discuss student progress in relation to the sated objectives (i.e., what they learning with indicators of achievement.) Discuss success of instruction as it relates to assessment of student progress. Include three student samples (high, average, low) and an analysis of their performance based on assessment results.
REFINEMENT—Prepared after the lesson and post-observation conference
Lesson Extension/Follow up:
Based on your reflection, discuss plans for subsequent lessons to reinforce and extend understanding particularly for students who did not make satisfactory progress.