Grade Level: / 8th
A1
Motivation: 8
Range: 3.5-12.5 / Title: Alliteration
Author: Barry Anderson
Enduring Understanding: / Alliteration is an important literary device used for close readings of texts.
Overview: / The lesson will begin with the visual thinking strategy to generate students’ ideas about alliteration. Students will fill out a graphic organizer while discussing the slides. I chose to do this because it’s a good supplement for the visual thinking strategy and adds a layer of engagement to student interest.
Then the class will discuss the topic’s definition and use cool quotes while reading funny tongue twisters. I chose this activity because it’s silly, fun, and very relative to the topic of alliteration.
Finally, students will know the definition, see and identify examples, and then create an acrostic poem. I chose this activity in order to stay true to alliteration as a poetic literary device, but still give students some creative freedom in exploring the topic.
Objectives: / SWBAT discuss alliteration critically in references to the slides.
SWBAT define figurative language.
SWBAT define alliteration.
SWBAT identify alliteration in literature.
SWBAT create an acrostic poem to aid in understanding of the concept.
Content Standard(s):
CCSS.ELA- Language.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. / Art Standard(s):
VA:Cr2.1.8a
Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of art-making or designing.
Materials:
Cardstock
Markers
Colored pencils / Other Resources:
Lesson plan and presentation
Copies of reading for classes
Copies of graphic organizers
Copies of cool quotes
Vocabulary:
Figurative Language
Literary Devices
Alliteration
Consonants / FROM THE NATIONAL ARTS STANDARDS
Create: Students will create an acrostic poem..
Present: Students will have the opportunity to share their art with the class.
Respond: Students will respond to questions about alliteration by looking at examples.
Connect: Students will connect alliteration to literature and to art through the creation of an acrostic poem.
Assessment Strategies / FORMATIVE:
Students will participate in discussion regarding alliteration and beginning brainstorming their project.
SUMMATIVE:
The completion of the project in which they create an acrostic poem demonstrating alliteration.
Instructional Activities & Strategies / ●The VTS questions
●Students will discuss the visual representations of alliteration
●Students will then learn about the definition, how they are used, and use and create figurative language by choosing and illustrating examples of alliteration.
ENGAGE: / Students will engage in open discussion based on what they see in the visual powerpoint.
Students will answer specific questions based on the powerpoint and formative question from the cooperating teachers.
Students will work in group clusters and bounce ideas off of one another.
BUILD: / Students will use the information used in the powerpoint presentation to stimulate thinking about alliteration and what it means to them.
APPLY:
. / Students will observe the powerpoint and discuss the meanings behind the VTS images and use the same thought process while creating an acrostic.
REFLECT: / Students will contemplate how alliteration and art are related based off of both the visual PowerPoint and the creation of their acrostic.
What STUDIO HABITS of MIND will students use in meeting the content standard in the lesson? / What STUDIO HABITS of MIND will students use in meeting the art standard in the lesson?
Observe: / Students will observe the relationship between art and literature.
Engage & Persist: / Students will engage in acrostics using topics of their choice, and persist in creating them.
Reflect: / Students will reflect on the poem they wrote and share it with the class.
Stretch & Explore: / Students will stretch their understand of art and explore writing in a new style.
Express: / Students will express their ideas in poem form.
Develop Craft: / Students will develop their skills in writing acrostic poetry.
Envision: / Students will envision their project as a final piece before starting.
Understand Art (or other) World: / Students will understand about pointillism in art.
Visual Thinking Strategy:
- What thought provoking art image did you select (which relates to your lesson topic)?
I will show a selection of pointillism images from Georges Seurat. I’ll show Jeune femme se poudrant, Parade de cirque, and The Suburbs.
- What are your questions (for leading the discussion)?
-Literal level questions (“What do you see?”):
What do you see?
Do you see anything strange?
-Inferential level questions (“Why do you think?”):
Why does the painting look hazy?
-Generalization-moral-relating level questions (“How does this relate to…?” “What is the moral to this story?”)
How does this relate to alliteration?
3. What will you share with the students about the image and artist?
Seurat was born in Paris. He invented pointillism and other post-impressionist art forms. He lived during a time when painters were experimenting with combinations of colors and the way we look and think about painting.
Rubric for art project:
Excellent Work / Moderate/Acceptable / Poor/Incomplete WorkThese projects are colorful and detailed. / These projects use color. / These projects do not use color and are messy.
These projects use an appropriate word as their base, and each letter has another piece extending from it. / These projects use an appropriate word as their base, but have one or more pieces missing. / These projects do not use appropriate words as their base and are incomplete or hard to understand.
These projects demonstrate mastery and understanding of alliteration as a literary device. / These projects demonstrate understanding of alliteration as a literary device, but do not show mastery. / These projects show limited understanding of alliteration as a literary device.