Explicit Instruction

Lesson Title: Alliteration

Targeted Grade Level: 2nd Grade

Academic Subject: Reading

Lesson Goals:

An alliteration is the repetition of letters or sounds that is used for emphasizing or

stressing importance. They usually happen when words that start with the same
sound – not necessarily the same letter- are repeated within the same phrase or
sentence.
To show students the importance of alliterations are used in order to express and
draw attention to something important within a sentence. It is also heavily used in
poetry to create a rhythm – this helps the poem flow of our tongues easier.
Alliterations always start with a consonant, that’s because vowels are not used to
create the alliteration effect.  
Use Explicit Instruction to develop the proper knowledge and understanding of
alliterations.

Lesson Objectives:

Students will be able to recognize alliteration and use it in their writing.

2nd Grade TEKS English Language Arts Reading and Writing Standards:

Developing and sustaining foundational language skills: listening, speaking, reading,

writing, and thinking--vocabulary. The student uses newly acquired vocabulary
expressively.
(7) Response skills: listening, speaking, reading, writing, and thinking using multiple
texts. The student responds to an increasingly challenging variety of sources that
are read, heard, or viewed. The student is expected to:
(A) describe personal connections to a variety of sources;
(B) write brief comments on literary or informational texts that demonstrate an
understanding of the text;
(C) use text evidence to support an appropriate response;
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(D) retell and paraphrase texts in ways that maintain meaning and logical order;
(E) interact with sources in meaningful ways such as illustrating or writing;
(F) and respond using newly acquired vocabulary as appropriate.

Materials/Resources Needed:

 Chart paper with the Peter Piper

 Chart paper with Sally Sells Seashells tongue twisters
 Highlighters
 Whether the Weather worksheet
 Fun With Alliteration worksheet
 Lined paper

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 Lesson Components:

Call students together and show them the Peter Piper tongue twister. Have one
student read the tongue twister aloud.
Ask the students to describe what they notice about this sentence.
Tell the students that sometimes, authors use a literacy device called alliteration to
give their writing a certain style.
Explain that alliteration is when the same beginning letter or sound is repeated
multiple times in a sentence.
Tongue twisters usually have tons of alliteration.
Explicit Instruction:
Have students read the Peter Piper tongue twister aloud as a class. Point out that
all of the words in the sentence except the "a" begin with the letter P.
Highlight the letter P at the beginning of each word. Explain that to have alliteration,
a sentence or line of a poem must have at least two or more words starting with
the same sound.
Show students the Sally Sells tongue twister and repeat the process of finding and
highlighting the repeating consonants. Now, write your own alliterative sentence.
For example: Larry the lion loves lollipops. Model two more examples with the class.
Now students are going to practice finding alliteration in a poem.

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Give each student a Whether the Weather worksheet and have them work with a
partner to highlight or underline examples of alliteration in each line.
As students finish, they can use the backs of their sheets to write their own
alliterative sentences with letters of their choice.
Students will share with the group which lines in the poem were alliterative and
why.
Students should reference the definition of alliteration in their answers.

Independently have each student choose one letter and use it to write an
alliterative line. (Students should use lined paper for this portion, rather than the
backs of their worksheets.) Encourage students to write several as time permits.
Students may also illustrate their alliterative lines.

Evaluation:

Instructor may circulate the room to assess the class’s understanding. As well as, to
check to make sure students understand why their lines are examples of
alliteration. Collect the students' work at the end of the lesson to check for
accuracy. In closing students may share their alliterations with the class ask the
students to identify which sound is repeated. Have the students incorporate the
definition of alliteration when explaining why a line is or is not alliterative.

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