Orrin Hawke

Nov 30, 2015

PS1- Warner School
Grade:

2/3

Subject: LA- Horton Hears A

Who (2 periods)

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 Horton Hears A Who create original
composition (pre or post story)
Materials needed/preset up required/logistical considerations needed
(seating arrangement):
-seated on carpet Horton Hears A Who book (or online) Scrap piece of paper
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

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

in there too?
Read the story
Horton Hears A
Who
Have them give a
thumbs up for
alliteration
Where you are, get
into groups of 3-4
and think about
where could the
speck of dust come
from? Was Horton
the first person they
talked to?
Think of a story that
happens after this
one How do
Horton and the
Kangaroos help
them?

Give a thumbs up if you

notice alliteration
Should see all hands

Small group discussions

Story before and after Horton

Hears a Who

Writers workshop
Prologue or epilogue
Alliteration sentences

As a class, go look at Dr.

Suess books
Write down a sentence of
alliteration
Help someone else when you
finish
Put your paper on my pile
when you are done

Transitio
n
considera
tions
3 min
Activity 2

15 min

Conclusio
n

15 min

In your writers
workshop, write a
Prologue or
epilogue to Horton
Hears a Who
Please include two
original alliteration
sentences
Look in the Dr.
Suess Books we
have
Find one example of
alliteration
Write it on a paper
with your name on
it
When you are done,

see if someone
would like some
help
If you help someone
put your name on
their paper as well

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.