|Lesson Plan ID:
Tongue Twisters: Teaching Alliteration and Reviewing Parts of Speech
Students will review the four basic parts of speech (nouns, verbs, adjectives, and adverbs) and create tongue twisters using alliteration with their names.
This is a College- and Career-Ready Standards showcase lesson plan.
|ELA2015(9) ||40. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.9-10.5] |
|ELA2015(9) ||41. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.9-10.6] |
|Primary Learning Objective(s):
- Students will review nouns, verbs, adjectives, and adverbs.
- Students will gain knowledge and understanding of the figurative language device alliteration.
- Students will create a tongue twister using their names.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 31 to 60 Minutes|
|Materials and Equipment:
Paper and Pencil
|Technology Resources Needed:
Internet access for teacher to search for examples of tongue twisters
- Teacher must have examples of tongue twisters. Examples may include: "Silly Sally sold seashells by the seashore," "Peter Piper picked a peck of pickled peppers," etc. Teacher may use Internet to search for newer or unfamiliar examples.
- Students must have prior knowledge of nouns, verbs, adjectives, and adverbs.
1. Bellringer: Create a four-column chart heading the four columns nouns, verbs, adjectives, and adverbs. Write the first letter of your first name at the top of the chart. (If student's name begins with a vowel, have them use middle or last name.) Complete the chart with words that begin with the first letter of the first name. Noun column must include student's name. For example, if my name is Lauren, my noun column may include Lauren, lollipop, London, etc. Each column must have five words in it. An example of a completed chart is attached.
2. Students may need scaffolding for this activity. I like to remind students that colors and flavors are easy adjective examples.
- Teacher will introduce and define alliteration. Teacher will provide examples of tongue twisters. (You can really get the students engaged by seeing who can say them the fastest, etc.)
- Students will use their charts from their bellringers to create coherent sentences. Each student should create at least one tongue twister from the words in his/her chart. It is important to explain to students that while the sentence needs to be composed of words from the chart, it will probably be necessary to add conjunctions and/or articles for the sentence to make sense. An example of a tongue twister from a chart is included on the chart attachment.
- Students will create hard copies of their tongue twisters on cardstock paper using markers/colored pencils/crayons, etc. Teacher will display student samples in the classroom.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
- Teacher may get students to provide examples for class for bellringer chart or come to the board and fill in an example chart. This helps gauge student understanding.
- Chart must be filled out with five words in each of the four columns.
- Final tongue twisters must include at least one word from each column and must be an original sentence that makes sense.
Higher-level students may be required to create compound or complex sentences.
Struggling learners may be provided with definitions for the parts of speech.
Students may also be provided with blank copies of the chart. A couple of examples may or may not be filled in, depending on the ability level of the students.
If there is a significant number of lower-level students, teacher may allow students to work with partners.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: