Alliterative Animaker Delights (es)

Overview

Activity Objectives

Opening Activity

Engage students with a fun tongue twister containing alliteration. Have them practice saying it aloud in pairs. Discuss the tongue twister's use of alliteration and its impact on pronunciation and rhythm.

• Define and identify alliteration in sentences.

Main Activity

During the Introduction to Animaker (15 mins), students will be introduced to the Animaker platform, gaining familiarity with accessing it, initiating new projects, and navigating the interface. The subsequent activity, Sentence Creation (20 mins), involves providing students with a word list to craft alliterative sentences, emphasizing creative expression and initial consonant sounds. In the Creating Animations phase (30 mins), students will be led through transforming their alliterative sentences into animations on Animaker. This includes incorporating text, selecting characters, and producing animations that align with the sentences' meanings, culminating in a dynamic fusion of language and digital imagery.

• Create an animated video using Animaker with self introduction containing alliteration.

Closing Activity

In the Showcase Animations segment (15 mins), students share their animated videos, discussing sentence content, alliteration highlights, and animation choices. 

The Reflect and Discuss phase (10 mins) entails exploring alliteration's significance in language and communication, addressing animation challenges, and reflecting on insights gained. 

The Wrap-up (5 mins) summarizes key takeaways, underlining the fusion of language, creativity, and digital tools as the lesson's core connection.

• Showcase their alliterative introduction animations.

Slide

Activity

1

Lesson Opening Slide. Ask learners to guess what the lesson slide is about. 

2

Allow learners to read the objectives of the lesson. Encourage them to ask any questions if they have. 

3

Let's kick off with a challenge! 

Try saying aloud:’Silly Sally swiftly shooed seven silly sheep. The seven silly sheep Silly Sally shooed shilly-shallied south. These sheep shouldn’t sleep in a shack;  sheep should sleep in a shed.’ 

OR

'Sally sells seashells by the seashore.' 

Now, let's discuss: How did it feel to say this quickly? Any difficulties?

4

Share the following with learners: 

“Great job with the tongue twister! But have you ever wondered why it was tricky to say? 

Introducing alliterations – a way to make words dance by repeating initial sounds. Let's dive in!

Alliteration is a fancy word used in stories and writing. It's when we connect two or more words that start with the same sound, like "fish fry." Here are some cool examples:

• Peter Piper picked a peck of pickled peppers.
• Sally sells seashells by the sea shore.
• How much wood could a woodchuck chuck if a woodchuck could chuck wood?

Remember, the most important part of alliteration is the sound, not the letter. "Kitty cat" and "fish phobia" are good examples, but not "thirty typists" because 'th' and 'ty' don't sound the same. So, alliteration is like a word game that makes stories more exciting!

5

Read aloud the alliterative dialogue: ‘Polly the playful puppy pranced through the pretty park.’ 

Encourage learners to notice how the P sound is repeated? It adds rhythm and fun to the sentence. 

Now, let's ponder: How does the repetition of sounds affect the sentence?

6

Alliterations add a musical touch to language. They're like little sound surprises! Teacher Dialogue: ‘Imagine the words are musicians, and the repeated sound is their melody. Let's explore more!’ 

Question: Can you think of other words that start with the same sound as 'pranced' and 'park'?

Slide

Activity

7

Apprise learners of the task:

Create an Alliterative Animated Introduction of yourself using Animaker. 

Animaker platform allows you to create animated videos. 

8

Introduce learners to the steps of account creation on Animaker. 

9

Walk learners through the steps of creating their own videos on Animaker.

10

Introduce learners to the different sections of the Animaker Platform. 

11

Provide learners with some tool exploration time. 

12

Direct learners to open the worksheet and create alliterative introductions for themselves. 

13

Direct learners to now create an animation closely resembling alliterative introductions they drafted for themselves. 

Slide

Activity

14

Students will now share their animated videos, discussing sentence content, alliteration highlights, and animation choices. 

15

After each presentation, let the class show their appreciation with applause. You can have a fun applause meter, like a chart with different levels of applause (soft, medium, loud), to encourage positive feedback.

16

After presentations, ask learners to share their insights on the reflection questions on screen.

17

Close the lesson with the exit ticket on screen.

Assessment Criteria

Emerging

Developing

Proficient

Use of Alliterative Elements in Introduction

The introduction lacks explicit use of alliteration and doesn't effectively capture attention.

The introduction demonstrates some attempt at alliteration but may lack variety and creativity.

The introduction effectively utilizes alliteration to create an engaging and imaginative opening, grabbing attention and setting the tone.

Creation of Animation

Animation is minimal or not effectively aligned with the introduction, hindering its impact.

Animation attempts to complement the introduction, but some elements might not match the content effectively.

Animation seamlessly complements the introduction, enhancing its meaning and engagement through well-coordinated visuals.

Presentation Delivery

The presentation lacks confidence, clarity, and proper expression.

The presentation is somewhat straightforward and includes some expressions but may lack consistent engagement.

The presentation is delivered confidently, clearly, and appropriately, engaging the audience effectively.