Package 2-1: Alliteration – Part 1
In this package your child will watch a video of a lesson about alliteration. The teacher will guide your child as they learn to identify alliteration in a text.
Things your child will need
Have these things available so your child can complete this task.
- Alliteration Part 1 video
- Activity sheet 1: Tongue twisters
- Activity sheet 2: I don’t want a pet snake
- Activity sheet 3: Ice cream flavours
- Pens and highlighters
- Printed version of the Alliteration Part 1 Powerpoint presentation
Before your child starts
What are literary devices?
This lesson is the first in a series of two lessons about the literary device alliteration. Literary devices are used in texts to connect with the reader and convey meaning. As your child reads they are beginning to recognise simple literary devices used by authors. Your child is also beginning to learn how to explain why the author has used the device. In narratives◦or stories, authors might use literary devices such as personification, similes, alliteration, onomatopoeia and imagery to engage the reader and allow them to visualise the setting and characters.
What is alliteration?
Your child will learn that alliteration is when a consonant sound is repeated in close succession. The repeated sound is usually found at the beginning of the words. In 'ripe, red raspberry', the repetition of the 'r' sound creates a rich sound effect and helps the reader visualise the fruit.¶
What your child needs to do
Your child will watch the Alliteration Part 1 video. The teacher will guide your child as they learn how to identify, explain and use alliteration in a text. Throughout the lesson, your child will be asked to pause the video to complete an activity on the activity sheets for the lesson.
By the end of the lesson, your child will have activities to support them to be able to meet the criteria below:
- I can explain what alliteration is
- I can find examples of alliteration in texts
- I can explain why an author might use alliteration
- I can create my own examples of alliteration
What your child can do next
Your child will be able to complete the next series of activities in Learning Package 2.
Options for your child
Activity too hard?
Work with your child to create simple two or three word alliterative phrases such as ‘slippery snakes slither’. Your child might then put this into a sentence and illustrate.
Activity too easy?
Research other poems and compare them with I Don’t Want a Pet SNAKE. Do many other poems use alliteration? What other sorts of literary devices do poets regularly use? Research simile, metaphor and analogy. What examples of those devices can your child find?
There are lots of alliteration examples in advertising and product names. Your child might like to hunt for examples of alliteration in magazines, in catalogues and on television advertisements.
Activity Sheet 1: Tongue twisters
- Read the following tongue twisters.
- Highlight the examples of alliteration in the tongue twisters.
- Write a sentence to explain what alliteration is.
- Choose one of the tongue twisters to practise over the next few days. How fast can you say it ten times in a row?
- Three thin thinkers thinking thick thoughtful thoughts
- Blue bluebird
- Which witch is which?
- Round the rough and rugged rock, the ragged rascal rudely ran
- She sells seashells by the seashore
- Betty Botter bought some butter
- But she said the butter’s bitter
If I put it in my batter, it will make my batter bitter
But a bit of better butter will make my batter better
So ‘twas better Betty Botter bought a bit of better butter
- 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?¶
Challenge: Research some more tongue twisters and challenge your family and friends to a tongue twister competition. Can you write your own tongue twister?
Activity Sheet 2: I don’t want a pet SNAKE
- Read the poem on the next page.
- Highlight the examples of alliteration in the poem.
- Write a sentence to explain why you think the author might have used this alliteration.
I Don’t Want a Pet SNAKE by Kathryn Apel
Snakes slither and make me shiver.
They squeeze too tight,
have a dangerous bite,
and sleep in winter, day … and night.
If there’s one thing I would NEVER do
it’s keep a snake as a pet—would you?
Snakes aren’t cosy like a kitty,
curled and furry-purry pretty.
They twist and tie you up in turns
then squeeze you tight—like Chinese burns.
In winter, snakes are always ssssnoozing. (Yawn)
They’re much too cool to be amusing!
I want a pet that likes to run.
A pouncing pup is much more fun!
What if my pet snake bit ME?
I’m sure that you would all agree
that it would be a tragedy,
if a snake should spell ‘The End’ for me.
It’s true, that experts milk some snakes;
the thought of which gives me the shakes.
The serum they mix might be WOW—
but I’d much rather milk a cow!
In conclusion, I will never buy
a snake to pet, and this is why:
They squeeze too tight,
have a dangerous bite,
and sleep all winter
day and night.
I most definitely am not sssssmitten,
have certainly never—won’t ever be bitten
by the pet snake bug!
The author used alliteration because…
Read another poem from The School Magazine such as ‘Dragon in the sky’. Compare the use of alliteration between the two poems.
Activity Sheet 3: Ice cream flavours
Add some more ice cream flavours to the list.
Brainstorm adjectives to describe ice cream using the headings: taste, texture, look, feel.
Create a range of ice cream flavours that use alliteration such as: Creamy caramel crunch or Rockin’ ripe raspberry.
Coconut, strawberry, blueberry, toffee, raspberry
Alliteration ice cream flavours:
Create a new ice cream shop. Think of an interesting name for your shop that uses alliteration. Think of some unusual flavour combinations and make a menu for a new ice cream shop.