Alliteration in Headline Poems
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- Resources & Preparation |
- Instructional Plan |
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Overview
Students are introduced to the term alliteration and asked to create their own examples of alliteration as well as find examples of alliteration in poems. When students understand the concept of alliteration, they are given a handout that explains the assignment of writing a headline poem. The assignment requires each student to create a headline poem using words that they have cut out from magazines and/or newspapers. The poem must contain at least 25 words, be written in complete sentences with correct punctuation, stick to one central theme, and contain at least three clear examples of alliteration.
Featured Resources
Headline Poem Assignment: This handout provides students with simple steps to create an alliterative headline poem.
From Theory to Practice
In Getting the Knack, Dunning and Stafford describe how creating found poems, such as headline poems, allows students to find the beauty in the plain language they hear and see every day: "This exercise gives us a chance to celebrate ordinary prose: its concreteness, its richness, and its surprises...poems hide in things you and others say and write. They lie buried in places where language isn't so self-conscious as 'real poetry' often is. This exercise is about keeping your ears and eyes alert to the possibilities in ordinary language" (3). In this lesson, writing a headline poem also allows students to apply new information on the technique of alliteration and to reinforce writing skills such as use of complete sentences, correct punctuation, focus on a central theme and so on. The book Getting the Knack also provides step-by-step instructions for creating a headline (found) poem and offers excellent examples of student work.
Further Reading
Common Core Standards
This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.
State Standards
This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.
NCTE/IRA National Standards for the English Language Arts
- 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
- 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.
- 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
- 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
- 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Materials and Technology
- scissors
- glue or paste
- magazines and/or newspapers
- large sheets of paper
- envelopes
Printouts
Websites
Preparation
- Review the suggested Websites and decide which examples and worksheets to use with your students.
- Make copies of worksheets, or create overheads.
- Make copies of the Headline Poem Assignment.
Student Objectives
Students will
- define alliteration and find examples of alliteration in poetry.
- create sentences that contain examples of alliteration.
- write complete sentences with correct punctuation.
- write a headline poem keeping with one central theme.
- incorporate three examples of alliteration into the headline poem.
Instruction & Activities
- Define alliteration and read examples to the class, using Websites in the Resources section to provide illustrations and examples. Suggested Web resources include Rules for Alliteration, Mrs. Dowling's Literature Terms, and Windows Workshops.
- On the board or overhead, write some fill-in-the-blank alliteration examples from the Websites.
- Print and copy worksheets provided on the Websites if extra practice is needed.
- Pass out the Headline Poem Assignment, and read the sheet aloud as students follow along. Answer any questions.
- Give each student two to three magazines or newspapers, scissors, paper, and an envelope.
- After they begin cutting out words and letters, students can put their words in their envelopes until they are ready to paste. They also may want to write the words they have cut out on the outside of the envelope so they know exactly what they have.
- Give students two class sessions to work on the activity, but allow students to work on the activity at home as well.
Extensions
Student Assessment / Reflections
The following criteria will be used to determine the project grade:
- Were there 25 or more words on the page?
- Were there complete sentences in the poem?
- Did the sentences flow together keeping with one theme?
- Were there three clear examples of alliteration?
- Was it appropriate?
Put comments and grades on the back if you wish to display students' poems in your classroom.
I am the chief editor of a poetry website called http://www.mywordwizard.com and we work closely with teachers in helping them engage their students in all sorts of creative ways. One of the most successful initiatives we have undertaken is actually publishing the work of all the students in a particular class, give them recognition by giving each of them their own page on which a particular poem is published. We invite them to comment on their fellow student's poems and give them recognition by awarding the class a special certificate in poetry.
We find that the slight ego gratification (after all, they are artists in training) goes a very long way in motivating them to acquaint themselves with the various poetic genres.
I am the chief editor of a poetry website called http://www.mywordwizard.com and we work closely with teachers in helping them engage their students in all sorts of creative ways. One of the most successful initiatives we have undertaken is actually publishing the work of all the students in a particular class, give them recognition by giving each of them their own page on which a particular poem is published. We invite them to comment on their fellow student's poems and give them recognition by awarding the class a special certificate in poetry.
We find that the slight ego gratification (after all, they are artists in training) goes a very long way in motivating them to acquaint themselves with the various poetic genres.
I am the chief editor of a poetry website called http://www.mywordwizard.com and we work closely with teachers in helping them engage their students in all sorts of creative ways. One of the most successful initiatives we have undertaken is actually publishing the work of all the students in a particular class, give them recognition by giving each of them their own page on which a particular poem is published. We invite them to comment on their fellow student's poems and give them recognition by awarding the class a special certificate in poetry.
We find that the slight ego gratification (after all, they are artists in training) goes a very long way in motivating them to acquaint themselves with the various poetic genres.
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