SOLs

3rd grade-Writing : Include descriptive details that elaborate the central idea.
4th grade-Writing : Utilize elements of style, including ord choice and sentence variation.
Incorporate ad!ectives and adverbs.
"th grade-Writing : Use precise and descriptive vocabulary to create tone and voice. #eading:
$escribe ho an author%s choice of vocabulary and style contributes to the
&uality and en!oyment of selections.
BRIEF DESCRIPTION: 'his lesson teaches the student ho to rite ith alliteration,
repeating the same letter sound at the beginning of to or more ords in a sentence. It also is a
revie of vivid verbs, ad!ectives, and adverbs.
OBJECTIVE: 'he student ill:
(e able to understand hat alliteration means.
Will be able to rite a sentence repeating the same letter sound at the beginning of most ords in
a sentence.
Will use many ad!ectives, adverbs and vivid verbs to lengthen the alliteration.
Use the dictionary as a resource to his riting.

MATERIALS: Thank You for the Thistle is an alliterated children%s story by $orie 'hurston.
)lliteration e*ample from boo+: ,-reat )unt .ellie and (rent (ernard atched ith ild
onder at the ide indo as the beautiful birds began to bite into the bountiful birdseed./
0tudents ill find that dictionaries are very helpful for locating alliterated ords.

LESSON PLAN: 1*plain to the class that you are going to read a story that uses a certain style
of riting called alliteration. 1*plain that alliteration means that the same letter sound ill be
repeated at the beginning of several ords in a sentence.
#ead 'han+-2ou for the 'histle to the class as+ing them to listen to the letter sounds they hear
at the beginning of each ord. #ead a short selection and as+ hich letter sound they hear being
repeated.


)fter reading the story, tell the class that they are going to rite a sentence ith alliteration as
a group. 3ut up the ord ,cat/ on the board.
4)'
)s+ the students to thin+ of an ad!ective that begins ith the ,+/ sound. 'hey must use a ord
that describes the cat and begins ith a ,c ,or ,+/, but not ,ch/ letter combination because it
does not have the ,+/ sound.
54razy, cool, calico, cute6
'71 4#)82 4)'
'hen as+ them to thin+ of a verb or action ord that begins ith the ,+/ sound. What does the
cat do9 54aught, climbed, craled6
'71 4#)82 4)' 4)U-7'
.o ho did the cat do it9 'hin+ of an adverb or ord that describes the action and begins ith
the letter sound ,+./ 54arefully, carelessly, cautiously6
'71 4#)82 4)' 4)U'I:U0;2 4)U-7'
Where did he do it or hat did he catch9 5on the couch, car, carpet65a cric+et, critter6 4ontinue
until a nice sentence is ritten on the board.
'71 4#)82 4)' 4)U'I:U0;2 4)U-7' ) 4#1132 4#I4<1'.
1*amples: ='he calico cat cautiously climbed onto the cozy couch.= ='he crazy cat carelessly
climbed up the colorful curtains to catch a creepy critter.= 3ic+ another sub!ect, such as an
animal, 5dog or+s ell6 and rite another sentence together.
7ave them rite sentences on their on and then share them ith the class. 'hey may use
dictionaries for this e*ercise. 'ell them to atch out for certain letter combinations that do not
ma+e the same sound such as the ,+n/ combination for the ,+/ sound or ,th/ combination for the
,t/ sound.
ASSESSMENT: 7ave the class rite an alphabet boo+ as a group. 1ach student ill dra a
large letter that you assign them, rite a sentence using that letter, and dra a picture depicting
that sentence. 'hey may use dictionaries to help them thin+ of ords since all the ords
beginning ith the same letter are categorized together. 3ut all of their papers together as an
alphabet boo+. 'hey may also ta+e turns reading their sentences to the <indergarteners.