Grade ____4/5_______

Alliterations

Activity _A Porcupine in a Pine Tree-

Goals/Key questions
Goals: Students will identify how the use of similes and creative language
enhances the effect of a story.
Objective (connected to PofS):
Gr. 4. 2.2 explain how language and visuals work together to communicate meaning
and enhance effect.
Gr.5. 2.2 explain how simile and hyperbole are used to create mood and mental
images.

Pre lesson Considerations

Materials needed/pre-set up required/logistical considerations needed
(seating arrangement):
-Story

-Power point

-Simile poem

sheets

Content:

Introduct
ion
Time
estimation
10 mins

What is the teacher

doing?

What are the students doing?

-Begin class by directing

students to share with their
table what a simile is from
last class.
-Have a student from a
table share with the class
their tables definition.
-Instruct students to close
their eyes as you walk
around the room and read a
poem to them. Direct
students to focus on what
you are saying so that if
they hear a simile they can
share what they heard with
the class when the poem is
done.
-Ask three students to share
the similes that they heard.
-Go through slides and show
the definition and some
more examples of similes.
- Simile: a figure of
speech involving the

Students will be listening and thinking

about the two sentences on the board.
-students will identify that they both
have two things compared in each
sentence, both start with the snow,
both have as in the sentence.
-Students will understand that a simile
is a comparison using like or as.
Students will share that a simile uses
like or as with their partner and table
groups.

Transition
considerat
ions
1 min

Activity 1
Time est:
20mins

Transition
considerat

comparison between one

thing to another using
like or as.
-Direct students to tell the
people at their table what a
simile is.
-Tell students to share with a
partner the two words a
simile uses to create a
comparison.>
Click on power point to
show more examples of
similes using like.
-Ask students what an
alliteration is.
-Show definition and have
students give examples to
their table partners.
-Provide more examples on
slides.
-Remind students that they
are doing the play the
twelve days of Christmas.
Tell students that the song
involves alliterations and
that we are going to read
the story called A
Porcupine in a Pine Tree
the Canadian twelve days of
Christmas.
-Read the story to the
students.
-First remind students to
listen to the alliterations in
the story and remember
their favourite one to repeat
at the end of the story.
-Have table groups say
which line of the story/song
is next with the class to
keep them all engaged,
walk around the room so
that they all have a chance
to see the pictures up close
as the story progresses. Ask
for predictions and repeat
really good alliterations that
are created.
Ask students to create their
own alliteration and share it

-Students will identify that an

alliteration is the repetition of a sound
(letter) at the beginning of a word
throughout a sentence. The words do
not have to be immediately beside
one another and are usually
consonants.

-Students will be in their desks

listening quietly.

-Student will be actively engaged and

listening to the story.
>Teacher will walk around and have
students re-read simile and creative
sentences to keep students engaged.

-Students will be speaking telling their

group members their own alliterations.

ions
Activity 2
Time Est:
15min

Conclusio
n
3 mins
3 mins

with their group as you

hand out a work sheet.
-direct students that we will
be working on a simile and
alliteration sheet where
they will create 5 similes
and choose their favourite
one to draw a picture for.
On the back of the sheet
they are to come up with as
many alliterations as they
can after coloring their
picture and doing their best
work.
-Instruct students to
perform a gallery walk of
their peers work.
-Have a few students share
their similes with the class
once everyone is seated
once more.
-remind students of what an
alliteration is and tell
students to keep practicing
both of these figures of
speech because they are
going to be learning about
another figure of speech the
following day.

-Students will be at their desks

finishing their similes and drawing
their pictures.

-Students will be viewing the work that

their peers have done and
understanding in greater detail the
kind of similes and alliterations that
are possible to be created.

Assessment: Formative assessment will be conducted through triangulation.

Listening to conversations, observing student engagement and participation, and
checking the simile sheets to see which students have the hang of simile writing to
identify whether or not similes need to be covered in greater detail. Gallery walk will
be used for students and myself to better view the work and having students share
their work with their peers helps them to do their best work so that they are proud
to share with their class.
Reflection on how the lesson went.
The lesson went so well! The students were entirely engaged and picked up on how
to create similes and alliterations very quickly. They were able to listen for similes in
the poem and shared excellent ideas with their peers and the class as a whole. One
great teachable moment was how engaged they were with the story: as soon as I
read the first line of the story they asked if I could sing the story. I had all of them
join in and it was wonderful! The students were excited to find out what the next
line of the story would hold and I managed to walk around the room and have each

table tell me the next line, share it with the class, so that we could all sing it
together. Once the story was done the students were immediately ready to create
their own similes and alliterations and kept wanting to share their ideas with me.
Great class, would definitely like to do this story with my future students someday.