Learning

Area: English

Time Allocated: 30 mins

Lesson Title: Absurd alliteration

Curriculum Links:
English
Literature
Examining literature
o Discuss how language is used to describe the settings in texts, and explore
how the settings shape the events and influence the mood of
the narrative(ACELT1599)
o Discuss the nature and effects of some language devices used to enhance
meaning and shape the readers reaction, including rhythm and
onomatopoeia in poetry and prose (ACELT1600)
General Capabilities
Literacy

Comprehending texts through listening, reading and viewing

o

Comprehend texts

Interpret and analyse learning area texts

Composing texts through speaking, writing and creating

o

Compose texts

o Use language to interact with others

Learning Objectives
By the end of this lesson students will have the opportunity to demonstrate their ability to:
Explore how alliteration gives momentum to poetry and prose read aloud, and enhance
enjoyment
Resources
The following resources will be required:
Lorax Alliteration cut-out resource
Truffula tuft templates for each student
Poster paper with different text sections on it
English books
Alliteration Go Animate video:
http://goanimate.com/videos/03toCGFy9J6k
Student Prior Knowledge
Prior to this lesson, students already be able to:
Recognise Dr. Seuss language
Read the story of the Lorax
Understand the meaning behind the lorax


Lesson P rocedure

Motivation and Lesson Introduction
Gain students attention
Explain to students that we are looking at alliteration
Ask students if they know what alliteration is- write it on
the board
Then use student suggestions to write a definition on the
board- The repetitive use of similar sounds at the beginning
of words, in a sentence.
Show students the Go animate video and discuss how
alliteration is used in the example, discuss the sound of wh
Explain that Dr. Suess uses alliteration a lot in the Lorax.
Explain that in pairs they are going to look at a text from the
Lorax and identify Dr. Suess use of Alliteration in the text
Ask hand-out helpers to hand out the texts to each pair
Explain that they need to read the text first in their head,
then one person needs to read it out loud and they need to
discuss and decide the parts that have evidence of
alliteration

Differentiation

Put Hearing Aid device on
for student with Low
hearing.

As a focus strategy ask for
whole body listening.







Ensure all students are
focussed and on task.

Go through each pair and ask them to read the text and tell

the class the alliteration evidence.

On the pre-written texts (poster paper) underline the
alliteration they find. Discuss the importance of same sound

rather than same letter in the Alliteration evidence
Ask students if they have
When discussion has ended, explain that they will now be
making their own sentence/tongue twister using characters any questions

from the Lorax they can use a dictionary to find words
Provide help for students
beginning with the same sound
Explain that they will be given a truffula tree template and who may be confused.
Support students who are
that they need to write a quick draft sentence in their
likely to be unfocussed and
English books before writing on their truffula tuft.
ensure each student is on
Allow time for students to complete their draft sentences
task.
and then hand out the tuft templates
When complete allow them to shade in their tuft and cut it
out, ask them to write their name on the back.
Lesson Conclusion


Ask students to clean up and to put their materials away,

ready for lunch/next lesson.
Use magic paper strategy to
clean up.

Procedure and Lesson Content




Assessment

Assessment for learning

Take notes and observations on student participation and attempts
Collect their work to present around the room

Evaluation

Can students:
! identify how alliteration gives momentum to poetry and prose read aloud, and enhance
enjoyment
Comments