Orrin Hawke

Nov 26, 2015

PS1- Warner School
Grade:

2/3

Subject: LA- Fox in Socks

Goals/Key questions
Goals:
Students will be able to create original complete alliteration sentences, with capitals
and periods.
Objective (connected to PofS):
2.2, 2.4, 4.3

Pre lesson Considerations

Lesson overview of main ideas to be learned and prelearning required:
-go over rhyme and alliteration read Fox in Socks create original alliteration
sentences
Materials needed/preset up required/logistical considerations needed
(seating arrangement):
-seated on carpet Fox in Socks Scrap piece of paper numbered cards (1-4= 16)
writers workshop

Content:
What is the teacher
doing?
Who remembers
what the tricky
Introduct
word alliteration
ion
means?
Alliteration is the
5 min
repetition of sounds
at the beginning of
words
How is alliteration
the same as
rhymes? How is it
different?
Transitio
Have you noticed
n
rhymes in Dr. Seuss
considera
books? Do you think
tions
there is alliteration
in there too?

What are the students doing?

Words that start the same

used together in a sentence

Sounds the same at the start

of words not the end

Yes, and yes

Activity 1

30 min

Transitio
n
considera
tions
3 min

Activity 2

15 min

We are going to
read one of my
favourite Dr. Seuss
books, Fox in Socks
If you notice
alliteration give me
a thumbs up
Read Fox in Socks
Sue sews Sues
socks
Pause for asking
rhyme and
alliteration
questions
Who noticed some
alliteration
Who can give us an
example?
Sally sells sea
shells by the sea
shore
Alliteration can be
used to write
tongue twisters
Whats a tongue
twister?
Explain that the
next part will be
done in table
groups of four
Give each student a
number card (1-4),
have them sit at
appropriate desk
Move to whiteboard
Lets create one as
a class
If we start with the
bear we can add
other b words to the
sentence to make it
more interesting
but still a correct
sentence

Give a thumbs up if you

notice alliteration

Should see all hands

Give example

Words and phrases that are

difficult to say
Example

Find correct table

Watching and giving answers

Transitio
n
considera
tions

2 min
Activity 3

15 min

Boris the bear

baked biscuits by
the bay.
Lets do another
(do example with
class help)
Each table has two
cards, with a word
to start their
alliteration
sentence
In your group create
a full sentence
using alliteration
Write down who is
in each group
(teacher)
Collect them to use
at end of class
If finished, go look
at the Dr. Seuss
books and look for
other alliteration
sentences
Thats good
practice, now I need
to see what you can
do in your writers
workshop book
In your books I want
you to write two
alliteration
sentences using two
different letters
First one can be a
second one can be
d
When you finish you
can start working
on spelling words,
no bowling because
I need you in the
class as soon as

Working in table group to

create alliteration sentences
Collaboration
Have a scribe?

Each students needs to

complete two alliteration
sentences, with different
letters

Work on spelling when

complete


Conclusio
n
10 min

everyone finishes
Lets look at the
alliteration you
came up with in
your groups
Pay attention
because they might
pick the one your
group came up with
Have someone pull
one out of the box
and read

As a class, read group

sentences
Pay attention to know if it is
your groups sentence

Assessment: -knowing what group each student is in I can then read their group
sentences later Thumbs up during the reading of the book shows me who
recognizes alliteration when it is written/read journals will help me single out
individuals that dont quite understand
Accommodations/Modifications: -have weaker students complete one
alliteration sentence have an ipad ready for student who cant write as easily
Extension and extra time activity: -work on other stations, that is important
(Briannes request)
Reflection on how the lesson went.