Lesson Plan

Day: M T W T F Date: 01/09/2017 Time: 9:30 am Year: 3 & 4

Learning Area: English Topic: Alliteration (Examining literature and creating)

Curriculum content description: (from ACARA)
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and
influence the mood of the narrative (ACELT1599 - Scootle )
Create simple imaginative texts, such as stories, dialogues, songs or chants, which allow for exploration and
enjoyment of language (ACLTUC024 - Scootle ).

Students prior knowledge and experience:

Some students had prior knowledge of alliteration, but it was a new concept for most students.
Students have experience with creative writing and sentence structure.

Learning purpose:
Exploring how rhythm, onomatopoeia and alliteration give momentum to poetry and prose read aloud, and
enhance enjoyment.

Creating simple rhymes, raps or songs that experiment with alliteration, repetition and world play.

Learning objectives: Evaluation:

On completion of this lesson, students will be able to:
Demonstrate an understanding of alliteration
and why it is used in writing
Develop an alliterative sentence that can be
used in poetry or songs
Using questions to prompt students and check
their understanding
Discussing the content as a group
Observing the work of each student in relation
to the learning objectives

Preparation and Resources:

Students will need a print out of the alliteration worksheets
Dictionaries placed on the desks
Additional alliteration worksheets for students who finish early
Catering for diversity

ESL students can work in pairs with other students so that they can receive support from their peers, as
well as from the teacher
Students who need extra support can begin by drawing the words if they are struggling to visualise the
spelling
Students who finish early will be able to complete an alliterative sentence using their name
Students may need additional support with the writing aspect of the task

Timing: Learning Experiences:

1. Introduction:

Make sure that I have the students attention.

5 mins
Explain that we will be learning about alliteration and then completing some activities.

This is when a number of words are used together that start with the same sound or letter.

For example, when writing I might say ten terrible tigers. Did you notice that all of those words began
with the letter t?

Another example is cute cuddly cats, which all start with the letter c.

Would anyone like to guess why authors might use alliteration?

Guide responses to include enhancing the enjoyment of reading and making the writing more
interesting, if necessary.

2. Sequence of learning experiences:

15 mins Ask two students to hand out the alliteration worksheet and provide dictionaries on the desks for
students to use if they need to.

Ask students to think of a letter and draw three things that begin with that letter in the boxes. They
will need one person or object, a doing word and a describing word.

Explain that this will help us to create an alliterative sentence.

Explain that words such as the and is can be added to alliterative sentences so that they make
sense, even if they start with a different letter.
 Walk around the room to ensure that students are on task and provide extra support where
necessary.

5 mins Ask a number of students to share their sentences with the class.

15 mins Ask two students to hand out the alliteration ice-cream worksheets.

Explain that students can colour in their ice-creams once they think of a name for each one that is an
alliteration.

For example, super swirly strawberry- all starting with the letter s.

Provide students with the sample sheet so that they have some examples.

Students who finish early can complete the Alliteration and My Name worksheet.

3. Lesson conclusion:
5 mins
Ask students to share the names of their ice-creams with the rest of the class.

Who can tell what alliteration is then?

Ask students to pack up and be ready for the next lesson.

Lesson Evaluation:
Overall, the lesson was successful as the students were very engaged in the activities and enjoyed learning about
alliteration. By the end of the lesson, the students had grasped the concept and enjoyed the opportunity to be
creative with their ideas. If I was to complete this lesson again, I would make sure to allow more time for students
to share their work with their peers. Many of the students were very proud of their work and wanted to show
everyone what they had thought of. Allowing more time for this could deepen the class understanding of the
concepts and motivate them to continue learning.