Lesson
Writing Workshop (Alliteration) Date November 14, 2023
Title/Focus
Time
Subject/Grad
Grade 2 Duratio 35 min
e Level
n
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
Organizing Idea:
• Vocabulary: Communication and comprehension are improved by
understanding word meaning and structures.
General Guiding Question:
Learning • In what ways can understanding words and word structures support
Outcomes: communication?
Learning Outcome:
• Students expand vocabulary by connecting morphemes and words to their
meanings.
Knowledge:
• Words can create effects in language, including
o alliteration
o onomatopoeia
Specific
o repetition
Learning
Understanding:
Outcomes:
• Vocabulary development contributes to the ability to communicate effectively.
Skills and Procedures:
• Examine alliteration, onomatopoeia, and repetition in spoken language.
Learning Objectives
Students will:
• Students will be able to read and recognize alliteration in a multitude of texts.
• Students will be able to define alliteration.
Prior Knowledge
• Students will need to have a basic understanding of what alliteration is and how it
looks/sounds.
• Students will need to have phonological awareness.
• Students will need to understand that different letters, vowels and word
combinations can sound similar or different.
Assessments (How I will know students have achieved the objective(s))
In this lesson, I will assess what students know about alliteration from previous lessons with our
identification game at the beginning of the class. Students will also be asked to create their own
alliteration sentence, that will be shared with the class. Nearing the end of the class students will be
given a bag full of words that have a match for alliteration, that I will come look over.
Rationale: there are several forms of assessment seeded in this lesson. I will assess what students
already know and understand about alliteration with the opening activity. In our main activity,
students will work together to create their own sentences containing alliteration, which will be shared
with the class. This activity will further help me gauge where students are at will their understanding
of alliteration and how strong they may be at using it within their own work. The closing activity will
be my final attempt to take away what students know about alliteration, and I can use this to look for
potential strengths and weaknesses within this concept.
Prior to the Lesson Materials and Equipment
• Have PowerPoint Slides on the screen o PowerPoint
• Alliteration bags are organized and mixed o Word Bags
for the activity o Alliteration Worksheet
• Prompts are selected
Resources Key Words
• Alliteration
• Grade 2 English Curriculum • Similarities
• Sounds
Description
In this lesson, we will begin with a short class activity where we will read a statement on the
board and students will go to either side of the classroom if they believe that the statement does
or does not contain alliteration. In the next activity, I will pair the students into groups, where
they will be given a prompt to create their own alliteration sentence, that they will later share
with the class. In the final activity, I will give each group a bag full of alliteration word pairs, which
I will look at once they are done to assess their understanding.
PROCEDURE
Introduction Time
Attention Grabber
• I will present a short side show on alliteration
o At the beginning I will ask the students what they know and remember
about alliteration
o The following slides will contain tongue twisters and sentences that may
or may not contain alliteration
o I will have the students stand up and meet in the middle of the room by
10 min
the back table
o After I have read the sentence aloud, I will ask them to go to one side of
the room if they believe there is alliteration and the other side if they do
not believe that there is.
o Once the students have gone to either side of the room, they can discuss
with their group why they think it does or does not contain alliteration.
Body Time
Activity 1: Students create their own alliteration statements
• In this activity students will be paired into groups of 4-5
• I will give each group a number of prompts and a worksheet
• Each group will be asked to make their own alliteration
sentences/statements with the help of prompts
o i.e., Apple, wizard, cookie, bunny, bees, silly, monsters, pandas
▪ They can make one about myself, someone in their family,
something they like, themselves. 15 min
• Students can use the prompts if they choose, or they can use any other
item of their choice.
• I will give the students 10 minutes to discuss and write down 1-2
statements
• Once the ten minutes is up, each group will be able to share with the class
• If students are done before the 10 minutes is up, they can come up with
another alliteration statement or they may draw their sentences out on
the back of the page.
Closure Time
Alliteration word sort
• I will give each group a baggy of words to pair together that share 5-7 min
alliteration properties
• The groups will work as a team to sort out the pairs
• Once they have completed their sorting, they can raise their hands and I
will come around and assess what they put together
• Once students have completed the activity, they can put the words back
into the bag and we will get ready for our Ketchup/Pickles period.
Lesson
Writing Workshop (Alliteration pt.2) Date November 15, 2023
Title/Focus
Time
Subject/Grad
Grade 2 Duratio 35 min
e Level
n
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
Organizing Idea:
• Vocabulary: Communication and comprehension are improved by
understanding word meaning and structures.
General Guiding Question:
Learning • In what ways can understanding words and word structures support
Outcomes: communication?
Learning Outcome:
• Students expand vocabulary by connecting morphemes and words to their
meanings.
Knowledge:
• Words can create effects in language, including
o alliteration
o onomatopoeia
Specific
o repetition
Learning
Understanding:
Outcomes:
• Vocabulary development contributes to the ability to communicate effectively.
Skills and Procedures:
• Examine alliteration, onomatopoeia, and repetition in spoken language.
Learning Objectives
Students will:
• Students will be able to recognize alliteration in various texts.
• Students will be able to create their own texts that contain alliteration
Prior Knowledge
• Students will need to have a basic understanding of what alliteration is and how it
looks/sounds.
• Students will need to have phonological awareness.
• Students will need to understand that different letters, vowels and word
combinations can sound similar or different.
• Students will need to be able to think about how alliteration can be incorporated into
text.
• Students must know how to structure and build a story.
Assessments (How I will know students have achieved the objective(s))
In this lesson, I will be able to gauge student and group understanding of alliteration through
discussions during our introduction activity. I will also be going around and reading the students’
starting sentences and collecting their work at the end of the class.
Rationale: I will gauge student understanding of alliteration within our introduction activity, to gauge
how comfortable students are with alliteration and see if they are able to create their own sentences
with the concept in a group setting. While students are writing down their first alliteration sentence in
contribution of their story, I will go around and see what they have started with and give them
feedback. I will collect their work at the end of the class to see how they started off their stories.
Prior to the Lesson Materials and Equipment
o PowerPoint
• Have PowerPoint Slides on the screen o Alliteration Short Story
• Print the short story worksheet Worksheet
Resources Key Words
• Alliteration
• Grade 2 English Curriculum • Brainstorm
• Short Story
Description
In this lesson, we will have an introduction activity, where students will be presented with
multiple images, they will be asked to do a think-pair-share activity with their table buddies. They
will have to use the images as a prompt to create a sentence with alliteration. Once they have
thought of a statement, they will share it with the class. In the next activity, the students will be
asked to create an alliteration sentence of their own, from their own thought. They will use this
sentence to guide them through their stories that contain alliteration. After students have made
their story seeds, they can illustrate the beginning, middle and end of their story. Nearing the end
of the period, students will work on the beginning of their stories. For the remaining five minutes
of class, students can share their ideas, illustrations and story seeds with their table buddies to
help them brainstorm.
PROCEDURE
Introduction Time
Attention Grabber
• I will present a short side show where there will be two objects or images on the
screen
• Students will be asked to think of an alliteration sentence to create with the two
images 5-7 min
o They will do this as think-pair-share activity with their table buddies
• Once the group has created a sentence, they will be asked to share with the
class
• Then we will proceed to the next slide and do the same thing
Body Time
Activity 1: Creating ideas and illustration for our stories
• I will ask students to write a sentence containing alliteration, from their
own ideas (this can be their alliteration story seed) on the front page of
their short story booklets
• I will tell them that we will be using it in their short stories 12 min
• I will give them the booklet for their short stories
• They will have about 10 minutes to start their illustrations for the
beginning, middle and ending of their stories
• Once students have finished their illustrations, they can move onto the
next step
Activity 2: Starting to create our stories
• After the ten minutes is up, students will be asked to start their stories
• Each page will have 3-4 sentences 10 min
o One of which will have to include alliteration
o Students can do a maximum of two alliteration containing
sentences if they choose to on each page
Closure Time
Sharing our ideas and alliteration seeds and illustrations
• I will give students the remainder of the class to share their ideas and
story seeds with their seat buddies
5-7 min
• I will encourage the students to use this time to give each other positive
feedback and brainstorming ideas
Lesson
Writing Workshop (Alliteration pt.3) Date November 22, 2023
Title/Focus
Subject/Grade Time
Grade 2 35 min
Level Duration
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
Organizing Idea:
• Vocabulary: Communication and comprehension are improved by
understanding word meaning and structures.
General Guiding Question:
Learning • In what ways can understanding words and word structures support
Outcomes: communication?
Learning Outcome:
• Students expand vocabulary by connecting morphemes and words to their
meanings.
Knowledge:
• Words can create effects in language, including
Specific o Alliteration
Learning Understanding:
Outcomes: • Vocabulary development contributes to the ability to communicate effectively.
Skills and Procedures:
• Examine alliteration in spoken language.
Learning Objectives
Students will:
• Students will be able to recognize alliteration in various texts.
• Students will be able to create text that contains alliteration.
Prior Knowledge
• Students will need to have a basic understanding of what alliteration is and how it
looks/sounds.
• Students will need to have phonological awareness.
• Students will need to understand that different letters, vowels and word
combinations can sound similar or different.
• Students will need to be able to think about how alliteration can be incorporated into
text.
Assessments (How I will know students have achieved the objective(s))
I will be using our opening activity and observations to assess student understanding during the
lesson. I will be collecting all of their work at the end of the class to later assess.
Rationale: The opening interactive activity is engaging and will aid in helping me assess where
students are within the concept of alliteration before they work on their stories. I will also be
assessing their work on their whiteboards, and I will look over their work at the end of the day during
their ketchup time.
Prior to the Lesson Materials and Equipment
• Print off the new short story booklets • Short story worksheets
• Bring the ‘R is for Rocket” • “R is for Rocket” book
Resources Key Words
• Alliteration
• Grade 2 English Curriculum • Short Story
Description
In this lesson, I will start the class off by reading ‘R is for Rocket’ where I will have them count how
many times, they hear alliteration sounds while I am reading. For most of the class, we will be
working off the sentence we created yesterday, where students will introduce a new character
into the beginning of their story.
PROCEDURE
Introduction Time
Attention Grabber
• I will do a read aloud activity with the students of ‘R is for Rocket’
• During the reading I will have the students use their white boards to tally how
many times they heard alliteration (I will teach them how to use tallies if they do
not know how)
8 min
OR
• I will have the students count the number of alliteration words on each page and
raise their hands in the air, as I conclude the two pages displayed
• I will stop on specific pages such as “A” and “I” to ask if they think the story
contains alliteration and why
Body Time
Activity 1: Continuing our short story as a class
• We will start this activity off, reviewing the sentence we started off last
class
o “Kaceton the cow went to Hotel California with...”
• They will now build off this with a noun and a descriptive word (plus an
action if possible) for their noun using alliteration that they can create
with the letter they were given last class
10 min
• I will create my own in front of the class as a demo
• I will have them write it out on their whiteboards first, then I will give
them their papers
o I will write out the sentence on the board for the students to copy
into the beginning of their book
• Students can write their alliteration on their new worksheets.
Activity 2: Drawing our first image
• For the remainder of the class, students can illustrate the beginning of
their story (8 minutes) 15 min
• Once they have finished their illustration, I will ask them to write 2-3
more sentences to start off their stories (with one containing alliteration)
Sponge activity
• For those who finish the beginning of their story, they can start illustrating
their second image or try to write more within the beginning of their
stories
Closure Time
• Students can put their stories into their writing books
• They can then grab their ketchup folders and start their work or do their
2 min
pickle activities
Lesson
Writing Workshop (Alliteration pt.4) Date November 23, 2023
Title/Focus
Subject/Grade Time
Grade 2 35 min
Level Duration
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
Organizing Idea:
• Vocabulary: Communication and comprehension are improved by
understanding word meaning and structures.
General Guiding Question:
Learning • In what ways can understanding words and word structures support
Outcomes: communication?
Learning Outcome:
• Students expand vocabulary by connecting morphemes and words to their
meanings.
Knowledge:
• Words can create effects in language, including
Specific o Alliteration
Learning Understanding:
Outcomes: • Vocabulary development contributes to the ability to communicate effectively.
Skills and Procedures:
• Examine alliteration in spoken language.
Learning Objectives
Students will:
• Students will be able to recognize alliteration in various texts and other forms of
communication.
• Students will be able to create text that contains alliteration.
Prior Knowledge
• Students will need to have a basic understanding of what alliteration is and how it
looks/sounds.
• Students will need to understand that different letters, vowels and word
combinations can sound similar or different.
• Students will need to be able to think about how alliteration can be incorporated into
text.
Assessments (How I will know students have achieved the objective(s))
I will be assessing each student’s understanding of alliteration prior to them writing out their
sentence(s) in their workbooks.
Rationale: I will be assessing what each student is choosing to write in addition to the starter that was
created as a class. Prior to me giving them the workbook, I will ask them to re-write out their
sentences that they created with their magic letter so I can gauge if they understand alliteration and
can move on to writing their story. I can also use this time to see if they need assistance throughout
the process and may not fully grasp the concept.
Prior to the Lesson Materials and Equipment
• Have the short story workbooks out • Short story worksheets
• Create alliteration phrases for students to • Charades
act out • Alliteration
Resources Key Words
• Alliteration
• Grade 2 English Curriculum • Short Story
Description
In this lesson, we will start off with a game of alliteration charades, where I will give a student a
phrase that they have to act out for the class to guess. Next, we will continue to work on the
beginning of our stories, with the alliterations we created as a class and with our magic letter.
PROCEDURE
Introduction Time
Alliteration Charades
• I will create short alliteration phrases for students to act out in front of the class
• I will select the quietest student to come up to the front of the class, where I will
whisper their alliteration phrase into their ear 8 min
• The rest of the class will have to try and guess what is being acted out
• I will tell the students that they must raise their hands to guess. There is no
shouting out, as if the person who gets it right was quiet and respectful, they will
act next. If they were loud, I will select the next quietest students
Body Time
Activity 1: Finishing our alliteration sentence extensions
• Students created sentence extensions from the magic letter they were
given two classes prior
• Students will re-write their idea back onto their whiteboard, or they can
quickly make a new one
• Once I have checked that they created an extension that contains a noun
and descriptive word that contains alliteration, I will give them their
workbook to start their stories.
10 min
Differentiation
If some students are unable to create their own extension with the letter they
were provided, I will take them to the back table while everyone else works. I will
use this time to guide them and push them to make an alliteration phrase with a
descriptor word and noun from the letter they were given, so that they can begin
their stories.
Activity 2: Writing in our workbooks
• Once I have given students their new workbooks, they can add their own
alliteration piece to the one we made as a class
o “Kaceton the cow went to Hotel California...” 15 min
• They can change the sentence around to fit with their own
• After they have written out their extension, they can write 2-3 more
sentences to conclude the beginning of their story
Sponge activity
• For those who finish their 2-3 additional sentences, they can illustrate
their picture for the beginning of their stories
Closure Time
• Students can put their stories into their writing books
• For those who have not finished writing the beginning portion of their
stories, they can put their writing books into their ketchup folders.
2 min
• They can then grab their ketchup folders and start their work or do their
pickle activities
