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Two 50-minute class sessions
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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.
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| From Theory to Practice |
Writing a headline poem allows students to apply new information on the technique of alliteration and to reinforce writing skills (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
Dunning, Stephen, and William Stafford. "Headline Poems." Getting the Knack National Council of Teachers of English. 1992. pp. 13-22.
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| 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.
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| Instructional Plan |
Resources
- scissors
- glue or paste
- magazines and/or newspapers
- large sheets of paper
- envelopes
Preparation
- Review the Web sites and decide which examples and worksheets to use with your students.
- Make copies of worksheets, or create overheads.
- Make copies of the assignment handout.
Instruction and Activities
- Define alliteration and read examples to the class, using Web sites to provide illustrations and examples.
- On the board or overhead, write some fill-in-the-blank alliteration examples from the Web sites.
- Print and copy worksheets provided on the Web sites if extra practice is needed.
- Pass out the assignment handout, 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.
Web Resources
- Rules for Alliteration
http://alliteration.net/field5.htm
- This site explains the basic guidelines behind alliteration in a step-by-step method.
- Definition of Alliteration
http://bcs.bedfordstmartins.com/Virtualit/poetry/alliteration_def.html
- Explore examples of alliteration in two poems as well as details on the literary device on this site from Bedford St. Martins.
- Mrs. Dowling's Literature Terms
http://www.dowlingcentral.com/MrsD/area/literature/Terms/alliteration.html
- This site defines alliteration and gives examples of alliteration in poetry by such writers as Longfellow and Poe. This site also has an online and printable quiz on alliteration.
- Windows Workshops
http://www.windowsproject.demon.co.uk/wbweb/wwbg26.htm
- This site teaches alliteration using tongue twisters.
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| 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 their poems in your classroom. |
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).
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