Plans and Resources
Grade level: upper elem.
Goal: Students will
identify and use alliteration.
SomeTwisters which also illustrate
- Angela Abigail Applewhite ate anchovies and artichokes.
- Bertha Bartholomew blew big, blue bubbles.
- Clever Clifford Cutter clumisily closed the closet
- Dwayne Dwiddle drew a drawing of dreaded Dracula.
- Elmer Elwood eluded elven elderly elephants.
- Floyd Flingle flipped flat flapjacks.
- Greta Gruber grabbed a group of green grapes.
- Hattie Henderson hated happy healthy hippos.
- Ida Ivy identified the ivory iris.
- Julie Jackson juggled the juicy, jiggly jello.
- Karl Kessler kept the ketchup in the kitchen.
- Lila Ledbetter lugged a lot of little lemons.
- Milton Mallard mailed a mangled mango.
- Norris Newton never needed new noodles.
- Patsy planter plucked plump, purple, plastic plums.
- Quinella Quist quite quickly quelled the quarreling
- Randy Rathbone wrapped a rather rare red rabbit.
- Shelly Sherman shivered in a sheer, short, shirt.
- Trina Tweety tripped two twittering twins under a twiggy
- Uri Udall usually used his unique, unusual unicycle.
- Vicky Vinc viewd a very valuable vase.
- Walter Whipple warily warned the weary warrior.
- Xerxes Xenon expected to xerox extra x-rays.
- Yolana Yvonne Yarger yodeled up yonder yesterday.
- Zigmund Zane zig-zagged through the zany zoo zone.
Use the above tongue twisters to
1. Select ten twisters and illustrate them.
2. Extend ten twisters by adding more adjectives and adverbs.
3. Complete five twisters of your own.
- Make up twisters about famous people with whom you are
- Make up twisters about popular products you use.
- Share these in class by reading aloud or passing papers.
- Illustrate the twisters.
Assessment: Students completed their
Another Lesson Plan
Grade level: 7-12
Goal: Identifying alliteration
Pink Floyd's "Time" illustrates various poetic devices
and significant sound effects which enhance the meaning.
The student will be able to:
- recognize and discuss the theme and meaning of the song.
- make connections between the song and his/her own life
- identify the poetic devices of rhyme, alliteration, and
- explain how the music compliments the meaning of the
CD/tape player; music and lyrics for "Time."
1-2 class periods depending on whether connections are made to
other works of literature.
Preliminary discussion may be held on such questions as,
"Are you ever bored?" or "Is there anything
exciting happening around here?" Distribute the lyrics to
each student. Advise students to listen carefully to the
beginning of the song before playing it. Class discussion should
focus on the following points:
- The alarm clocks' ringing, the ticking of the clocks, and
the ominous chords all contribute to a sense of urgency
regarding the passage of time. The listener is
immediately advised to "wake-up," and the
ticking of the clock resembles a heartbeat (E.A. Poe's
"The Tell-Tale Heart").
- The first two stanzas address those who hang around their
hometown complaining that nothing is happening. The
boredom and monotony of this lifestyle is emphasized by
the repetition of sound through alliteration ("dull
day") and the internal rhyme
("around...ground...town"). Contrasting images
- The extended metaphor compares life to a race, where if
"you missed the starting gun," no matter how
fast "you run and you run," you will get lapped
by the sun and be "shorter of breath and one day
closer to death." (In Leo Tolstoy's "How Much
Land Does a Man Need," the main character loses a
similar race, dying as the sun sets.)
- The impact of the carpe diem theme is strengthened
in the final stanza where the songwriter acknowledges his
own mortality. Ironically, the plans that came to
"half a page of scribbled lines" describes the
extent of the lyrics, and on cue the song ends with the
final line, "The time is gone, the song is over,
thought I'd something more to day."
Students should be able to make connections in written or oral
form between the themes of "Time" and other works of
literature they have studied. In addition, students can be asked
to select other works of literature, art, film, music, etc. with
"Time" by Pink Floyd (Dark Side of the Moon/Capitol,
lesson on alliteration
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