ThoseWhoDaredDisturbTheHighSchoolHierarchy NAMEOFACTIVITY VividWritingandIdentifyingAlliteration 27February2014 95minuteclassperiod

STANDARD/CONCEPTS& Standard#:CCSS.ELALiteracy.SL.910.6Adaptspeechtoavarietyof SKILLSSTUDENTSWILLMASTER contextsandtasks,demonstratingcommandofformalEnglishwhen indicatedorappropriate. /EVIDENCEOUTCOME CCSS.ELALiteracy.L.910.5aInterpretfiguresofspeech(e.g., euphemism,oxymoron)incontextandanalyzetheirroleinthetext. DESCRIPTIONOFTHECLASS Context:Loveland Gradelevel:11th Studentswillunderstandwhatalliterationis,andexplorehow tousealliterationandothervividlanguagetechniquesto enhancenarrativesandstories. Studentswillbeabletoidentifyalliterationinsongsplayedin class,andbeabletocreatecharacterpoemsthatinclude alliteration.

RATIONALE/GOALS

MATERIALS(Includetexts,handouts, AlphabetAerobicsbyBlackilicious specialequipmentormaterials) http://www.youtube.com/watch?v=yQD34IW6eRw WinterWindsbyMumfordandSons http://www.youtube.com/watch?v=skW6M9jMVNo

PROCEDURES Quickwrite:(15) (Includeaplaybyplayaccountofwhat Studentswillgoaroundtheroomsharingtheircopychanges. Fortheirwriting,studentswillwriteaphraseortwopercopy studentswilldofromtheminutethey changethatgrabbedthem.Ifanyonewantstosharetheirs arrivetotheminutetheyleaveyour anonymously,theycangivethemtometoreadaloud.Ifthey classroom.Indicatethelengthofeach donotwanttoshare,theyonlyhavetoshareasentenceor segmentofthelesson.Listactual twofromtheircopychangetoprovethattheywrote minutes something,ifevenjustthetitleoftheirpiece. AlliterativeCharacterPrep(15) Studentstakeoutapieceofpaperandwritedownfive charactersfromtheentireyear(fromanystory,poem,or moviewehaveexploredasaclass)thatreallyintriguedthem. Iwillhavethestudentscircletheonethattheythinktheycan writethemostabout. Studentswillflipovertheirpaper,tobeusedlater.Wewill defineasaclasswhatalliterationandassonanceis. Next,Iwilltellthemthatwearegoingtodosomealliteration spottingandthatwearegoingtowatchlyricvideosthathave alliterationinthem,andtheyaretowritefiveexamplesfrom thefirstsongandthenasmanyastheycanfromthesecond song. IwillplaythevideoforAlphabetAerobicsandtellthem, sinceeverysinglelinehasanalliteration,theyhavetowriteit withtheirnondominantplan.(Note:Ididthisinaclassroom anditwasHILARIOUS.Thesongstartsoutsemislowand

thenjustgetsridiculouslyfastandsoitjustbecomesaroom ofpanicked,panickedfaces) Next,IwillplayWinterWindsandhavethemwriteevery alliterationtheynotice. Wewillshareoutphraseswefoundaftereachsongtomake surethateveryonefullyunderstandswhatalliterationis. CharacterPoems Now,thestudentswillfliptheirsheetbackovertocreatealliterative characterpoems.WewilldooneasaclassforthecharacterEstherClef fromTheBellJar.Thedirectionsareasstatedbelowandwillremain ontheboard.IwillexplainthemasIwalkthroughthepoemwiththem. Directions: Line1:NamestheCharacter Line2:Useatleastfourwordsbeginningwiththefirstletter ofthecharactersnametotellwherehe/she/itlives. Line3:Useatleastfourwordsbeginningwiththesameletter totellwhatthecharactereatsordoes Line4:Usingthesameletter,tellfourthingsthecharacter likestodo Line5:Thelastlinesayssomethingspecialaboutthe character Example: Esther Bostonbornbigapplebound Existsesoterically,embodiesemptiness Lonely,lost,loveslittle Honestly,honestlyhopingforheaven. Aftermodelingthisonefortheclass,studentswillbetoldtoworkon theirownfortheduration,tobesharedoutintheendofclass. Studentswillberemindedthattheirsoundtrackisduenextweek. ONGOINGASSESSMENT(Describe whatyoulldotodeterminewhetheror notstudentsachievedthepurpose describedabove.) ASSESSMENT Teacherwillwalkaroundcheckingtomakesurethatstudentsare usingcharactersfromthebooks,andareproperlyusingalliteration. Additionally,poemswillbeturnedintocheckforcompletionafterthey aresharedout. Summative: Soundtrackduenextclassmeeting Formative: Quickwrite AlliterativeCharacterPoems Homework: Soundtracksduenextweek AlliterativeCharacterPoemfromKeithPolettesTeachingGrammar ThroughWriting(pg.9293) Plath,Sylvia.TheBellJar.NewYork:Harper&Row,1971.Print. WinterWindsbyMumfordandSons AlphabetAerobicsbyBlackilicious

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