Before you teach — read this first
Grade 2 · Lesson 69 — Interleave: Alliteration
U1 · Poetics + grammar maintenance · Alliteration (—) · 10–15 minutes · 14 slides ·
Launch → I do → We do → You do → Closure
What this lesson is
An interleaved day mixing alliteration. The skill is not either of them — both are secure — it is working out which question is being asked before answering. That is invisible unless you name it, so the objective is stated to the children outright. The worked example is built on Stop it, and I will show you more alliteration., ringing it, and I.
Why it matters — say this in your own words, about ten seconds.
“Every one of these words is a tool you will keep for life.”
A different reason every lesson, on purpose. It is not on a slide and it
is not a script — if you have a better reason today, use yours. What should land is the
idea, not a sentence they can recite.
Recall — sixty seconds, before anything new
Retrieve: Poetic devices together · Rhyme + Alliteration. Ask for it before you introduce anything, take the answers from boards rather than from hands so you see all thirty, and do not re-teach — note who has lost it and carry on. This is the middle of the launch: context, then this, then why it matters. Only what today leans on — a minute spent retrieving something unrelated costs the same and buys nothing, and the child who cannot recall the prerequisite is the one you will lose in the I-do.
How it goes
- Ten seconds on why it matters — “Every one of these words is a tool you will keep for life.” Your words, not those; it is a different reason every lesson so what lands is the idea rather than a sentence they can recite.
- Then you do one yourself, on screen, one click per move: Stop it, and I will show you more alliteration. · the question · ring it, and I · name it alliteration. Do it exactly the way you want it done — this is the task they are about to do on their boards, not an easier one.
- You build the same thing on the board and leave it up for alliteration. The four steps are identical in every lesson of this unit — sentence, question, test, answer — so the children read the method rather than the layout, and today's board shows Stop it, and I will show you more alliteration. still marked when they start work.
- The We-do runs 1 items on whiteboards — The consonant monster was scary— the stopped consonant monster.Do the sounds match, and where?. You are scanning for who applies the question and who is guessing from meaning; those look identical on a right answer and completely different on a wrong one.
- Exit directions in full, standing still, before anyone moves — Sheet and pencil · Read the question above each one BEFORE you answer it · Find the alliteration. Then they work alone, with the same worked example printed at the head of their sheet.
- Close on The consonant monster was scary— the stopped consonant monster. — an item they have not met, so it measures rather than reminds — then the line they leave with: “Alliteration is about sound.”
- Watch for: Judges by first LETTER instead of first sound — The letter is visible and the sound is not — and for four lessons they agreed. If you see it: “Say them. Do they START the same? 'City' and 'cat' do not.” (Remedial sheet 24.)