Alliteration is a powerful way to attract and entertain a reader. In this project, your class will use their writing skills to create their own Amazing Animal Alliteration book.
Step 1: Introduce Alliteration.
Read Marti and the Mango to set the stage for recognizing and utilizing alliteration as a tool to entertain readers. As you read, identify alliteration and how it is used in the story. This will prepare students for how to use alliteration when they create their own original sentence.
Tongue twisters often use alliteration. Share a few tongue twisters with your students. You might try nursery rhyme favorites like Betty Botter Bought Some Butter or Peter Piper:
Peter Piper picked a peck of pickled peppers.
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers,
Where’s the peck of pickled peppers Peter Piper picked?
Step 2: Practice Writing Alliterative Sentences.
Before students work on creating their own pages, write a sentence together to practice. Choose a letter from the alphabet. Select a hard or an easy letter depending on the ability level of your class. Begin by brainstorming with the class all the animals that begin with this letter. For example, if you choose B, students will brainstorm examples such as bear, beaver, bunny, bobcat, bird, buffalo.
As a class, write an original sentence using alliteration. A great place to start is by creating a short sentence in the noun–verb–noun format, starting with the animal. As students suggest new verbs and nouns, write them on the board and then choose the ones you want to use. An example might be, “Birds build bubbles.”
Now, have the class brainstorm all of the adjectives and adverbs they can think of for this letter. For example, blue, bounce, bravely, build, break, big, and bubble. Then, see where you can add them into the sentence. For example, Blue birds build big bubbles.
Open Pixie and ask a student volunteer to draw a picture depicting the sentence. If you have an interactive whiteboard, work together as a class to take turns using the paint tools to illustrate the sentence. Have a strong reader read the sentence as you record it on the Pixie page.
Step 3: Begin Student Work.
Have students draw a letter out of a bag or assign letters based on student academic ability. Each student should begin by brainstorming animals that begin with this letter. If students get stuck, head to http://wiki.answers.com/ and search for “ What animal begins with the letter _?”
Then, have them brainstorm all of the verbs, nouns, adjectives, and adverbs they can think of that begin with their letter. If students are struggling, have them ask their classmates for help. You might also want to assign this project for homework to involve the entire family.
Have students follow the noun–verb–noun model to begin writing their sentences. Then, add in additional adjectives and adverbs.
Once students have written their alliterative sentences, have them think about how they might create an illustration that supports their writing. Have them look at the adjectives to develop details they will include in their drawings.
Next, have students use Pixie to write their sentences, illustrate the page using the paint tools, and record themselves reading the sentences. Have each student save his or her page, naming it to indicate the letter and the author (e.g., “z_alicia”).
Step 4: Create a Class Book and Share.
Have all students Share their project by clicking on the Projects button. Create a new Pixie project and make a title page. Import each student page by clicking on the Projects button and scrolling to Import Pages. Save the class book as an online storybook, or export it as a podcast or video. If students recorded their voices on each page, this will be included automatically. You can also use the Print features in Pixie to print the pages as a booklet, comic strip, or as trading cards.
Get your school together for a formal presentation of your class’s Amazing Animal Alliterations book! You will also want to share electronic and print copies in your school’s media center.
Even if they are unfamiliar with the term alliteration, as you read Marti and the Mango and several tongue twisters, you can begin to assess whether students understand how it can be used to make writing interesting and enjoyable. As you write an alliterative sentence as a class, you will be able to assess the vocabulary skills of your students and assign letters that match their ability levels. Their final alliteration pages will allow you to assess their ability to write with alliteration, their current reading fluency, and their ability to represent words and ideas visually.
Moreton, Daniel. Marti and the Mango.
Artell, Mike. Giggle Fit: Zany Tongue-Twisters.
Wiki Answers: Ask “What animals begin with the letter _?”
Common Core Anchor Standards for English Language Arts - Grade K-5
Production and Distribution of Writing
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Speaking and Listening Standards
Comprehension and Collaboration
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Presentation of Knowledge and Ideas
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
NETS for Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. apply existing knowledge to generate new ideas, products, or processes.
2. Communication and Collaboration
Students use digital media and environments to communicate and work corroboratively, including at a distance, to support individual learning and contribute to the learning of others.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.