Writing Lesson First

Lesson Plan for Interactive Writing
Grade Level:
First Grade
Objective:
The student will recognize alliteration in multiple poems and compose their own poem with 3
different uses of alliteration.
TEKS:
1.b.2. ii. recognizing spoken alliteration or groups of words that begin with the same spoken
onset or initial sound;
1.b.11.B. develop drafts in oral, pictorial, or written form by:
i. organizing with structure; and
ii. developing an idea with specific and relevant details;
Classroom Management Plan:
The students will go to the carpet to learn about alliteration and show examples of tongue
twisters. I will address questions when asked. After learning about alliteration and recognizing it,
they will go to their tables and with a partner and work on recognizing alliteration in one of two
poems.
Recognize/reinforce Behavior Plan:
To recognize and reinforce behavior, I will praise positive behavior by saying things such as: “I
like the way Selena is working on her poem quietly”.
Materials:
-Handouts for each student of (provided by teacher):
-Eat Wisely by Alan Loren
-The Football Game by Alan Loren
-Overhead Projector
-Lined paper
-Markers
Lesson Differentiation:
To differentiate during the lesson for ELLs and to help them build their vocabulary, I will take
extra time to explain the vocabulary in the poems beforehand and have them write down in a
section of their notebook words that they do not understand while I am speaking or words that
they have trouble with. This way, they can ask about them and I can explain them before the
lesson. During the lesson, they can do the same and write down anything they feel they need
extra explanation on and I will address it, either one-on-one, or as a whole class.
If a student has trouble with the writing, they have the option to draw it first, then go back and
write out the sentences with my help. One option would also be to have the ELLs head to the
kidney table at the back of the room with me and there I will assist them in writing out the
sentences for their drawings while the rest of the students are working on their sentences as well.
Before having the students at the kidney table return to their seats, they will also receive the
assignment where they write out their poems before the rest of the class. This will allow them to
ask me questions about it and to voice their concerns, which may lead me to modify the
assignment for them.
Vocabulary:
The vocabulary will be addressed as a group on the carpet. We will be focusing on alliteration,
but other ideas that will be factored in the lesson are the structure of a poem and editing your
draft.
Procedures:
Framing the lesson- I will explain to the class that we will be learning about something called
alliteration that they may have come across before and they did not know it.
Engaging Learners-
• In order to engage the students, I will start off by asking them to demonstrate what a
tongue twister is, if they have heard of them previously, and ask them to do it for me,
picking up their speed as they go along.
• After hearing their answers, I will explain that the tongue twisters that they just
demonstrated are something called alliteration and explain that alliteration is where
sounds are repeated in multiple words.
• I will then show and them an example of a poem that uses alliteration on the projector
and we will discuss it as a class.
• Next, they will go to their tables and, with a partner, they will have to underline the
alliteration in one poem (Eat Wisely by Alan Loren), with each instance of alliteration
underlined with a different colored marker.
• Then, I will go over the poem with them and answer any lingering questions about
alliteration.
• The students will compose one sentence with alliteration and a picture to accompany it
and check it for spelling.
Points to check for understanding-
• I will check for understanding by going over alliteration once again with the class, with
them doing most of the explanation.
Closing product, questions or task-
• I will explain to the students that they will have to create their own poem the next day
that uses alliteration and must follow the checklist below. They can take the checklist
home and begin to think about what they want their poem to be about for the next day.
Poem Checklist
____ The poem has 4 lines. (20 points)

____ The poem has 3 different uses of alliteration. (15 points)
____ The poem has correct spelling. (15 points)

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Lesson Plan for Interactive Writing

____ The poem has 4 lines. (20 points)

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