Subject(s) & Grade Level:English/5th grade
Teacher Name: Lindsey Negron
Length of Class Periods: 90 minutes
Stage of writing process: Composing
Standards of Learning:
SOL #:
5.1 f) Demonstrate the ability to work independently
5.2 The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations.
a) Maintain eye contact with listeners.
b) Use gestures to support, accentuate, and dramatize verbal message.
c) Use facial expressions to support and dramatize verbal message.
d) Use posture appropriate for communication setting.
5.9 The student will write for a variety of purposes.
a) Identify the intended audience.
b) Use a variety of prewriting strategies.
e) Use strategies for organization of information and elaboration according to the type of writing.
f) Include details that elaborate the main idea.
g) Revise writing for clarity of content using specific vocabulary and information.
Applicable NCTE National Standard(s)
5 Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
12Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information)
General Objective(s):Using the books' illustrations for inspiration, students write original alliterative sentences and share them with the class. As the lesson continues, students practice using alliteration to create acrostic poemsand tongue twisters.
Specific Learning Objectives / Instructional ProceduresThe student will be able to. . . [Use Bloom’s taxonomy verbs.] / The teacher will. . .
Introduction [anticipatory set, focus, relate to previous learning; 5 minutes]:
Read the books provided
Define alliteration, tongue twister and Acrostic Poem
Give examples of alliteration (Alligators All Around) / Give a few books to each table and have students read them
Ask them to define alliteration, tongue twisters and remind them what an acrostic poem is
Ask, “How can these books help us come up with our own poems?”
“When is alliteration used?”
Main Lesson
Create acrostic poem using alliteration / Give students this example of an acrostic poem with alliteration:
"Bubbles" By Becky
Beautiful balls
Usually up
Best blowing
Before bouncing
Lift lightly
Easily elevated
Sometimes slippery
Closure[sum up and reflect on the day’s learning; prepare for homework or future work; 5 minutes]:
Read their poem out loud to the class / Create a small “poetry slam” for the students to read their finished poems to the class
Extension/assignment:
If students finish early or they want an extra challenge they can create a tongue twister or write another acrostic poem using alliteration.
*An example of tongue twisters for the students interested:
A big black bug blew big blue bubbles.
Many mini mice make nice merry music.
Pigs and penguins play ping-pong polo.
Big brown bears bake berry bread.
An extension assignment would be for students to create an alphabet book.
Accommodations/provisions for individual differences:Students who were absent can take a book home with them to write their poem for homework.
They will have to complete the drawing of their observation and write up as well for homework.
Students with individual differences will get help writing their poem, if needed.
Formative/summative evaluation: Students will complete their poems and the teacher will informally assess by walking around the room during writing time as well as hearing their poems read out loud. If rubric is wanted, use this:
Self- and/or peer evaluation: The students can share their poems at a small class “poetry slam” the next class period (time permitting)
Products students will create: At least one acrostic poem using alliteration
Texts students will read:Baby lit books by: Jennifer Adams
Romeo and Juliet
Alice and Wonderfland
Sherlock Holmes in Hound of the Baskervilles
Wizard of Oz
Dracula
Moby-Dick
A Christmas Carol
Resources:What Is An Acrostic Poem?
/files/resources/interactives
/acrostic/
Books on alliteration and tongue twisters
Sources for ideas/materials in APA format:
Credit to: GenaSouthall for the book ideas at Hull Springs Farm
Rationale[Why is this content/skill important for students? How will this specific instruction be effective in helping students learn? Connect to course readings and experiences.]:
Students will use reading skills to help them create poetry. Students will understand what alliteration is. They can infer when alliteration is used. (To catch someone’s attention, on commercials, book titles and jingles). The students will use their creativity to compose their own poems and become poets. At the end of the lesson plan they can practice public speaking by presenting their poem to the class. This lesson plan also meets multiple English SOL’s.