1. Topic-
|
Poetry Unit
-Dissecting elements of a poem in order to enhance it's meaning |
| |
|
2. Content-
|
| Today's lesson focuses on alliteration and trying to uncover it
in poems |
| |
|
3. Goals: Aims/Outcomes-
|
- Students will be able to:
-Define alliteration
-Identify alliteration in poems
-Compose own sentences containing alliteration |
| |
|
4. Materials and Aids-
|
Visual Aides of the tongue twisters, Frost's poem, and the Mad-Libs
Copies of Edgar Allen Poe's "The Raven"
Alliteration Handout for students
|
| |
|
5. Procedures/Methods-
|
|
A. Introduction-
| -Introduce alliteration through a series of tongue twisters in which
the students are familiar |
| |
|
|
B. Development-
-Read "Nothing Can Stay Gold" by Robert Frost together in class
and search for patterns of alliteration
-Inquire about reading content, as the students have been exposed
to this poem earlier in the year with The Outsiders |
| |
|
|
C. Practice-
-Students are asked to complete a Mad-Lib with the teacher, stressing
different letter sounds
-Will measure whether the students understand alliteration
-Also provides a review on adjective and nouns |
| |
|
|
D. Independent Practice-
-Break the students into small groups and assign them each a section
of "The Raven" by Edgar Allen Poe
-The students will look for alliteration within their assigned section |
| |
|
|
E. Accommodations (Differentiated Instruction)-
Visual learner: Will circle and write on charts, so students can
visualize words and letters
Audio learner: Have the class read the sentences aloud together, so
they can identify the same sounding words and letters
Tactile learner: Develop Mad-Libs containing alliteration and have
then break into groups to find alliteration |
| |
|
|
F. Checking for understanding-
| After the groups seem finished, reconvene as a class. Have each
group read their section of the poem and see if they have correctly
identified alliteration in the lines |
| |
|
|
G. Closure-
| Assign homework for the night, where they have to turn in a poem
containing alliteration and circle all the same sounding sounds. They
will also create a tongue twister that we will share in class the
next day to review alliteration. |
| |
|