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Aquatic Alliteration

Create an aquatic scene on glass waving through the sea life with alliteration.

  • Grade 2
    Grade 3
    Grade 4
  • 60 to 90 Minutes
  • Directions

    1. Gather students together and read Animalia by Graeme Base to the group. Let students marvel at the amazing illustrations during the read. Let students analyze the style of writing. Let them know that the author uses alliteration which occurs when a series of words in a row have the same first consonant sound.
    2. Have students break up into small groups and create an alliteration that they will share with the class. Next, challenge students to individually create alliteration examples to check for understanding.
    3. Gather a collection of ocean books from the library for your classroom. Some possible books include: Ocean Life From A to Z Book and DVD by Cynthia Stierle and Annie Crawley; Commotion in the Ocean by Giles Andeae; Somewhere in the Ocean by Jennifer Ward and T.J. Marsh. Let students know that they will be working on an ocean themed alliteration. Begin to look at books and videos.
    4. Students research an aquatic animal that they desire to learn more about. Write a sentence about the animal using alliteration. Work on rough drafts and sketch out the creature using Crayola® Erasable Colored Pencils.
    5. Once sentences are edited, let students draw on classroom windows or other windows throughout the school with Crayola Window Crayons. Students should color inside the animal and include any details that would help illustrate their alliteration. If the student is unable to replicate their sketch easily, tape the original drawing to the opposite side of the glass so the image can be traced. They can use the window crayons to write their alliteration near their drawing or use Crayola Window Markers whose fine tips may assist with writing. If the student feels that he/she would like to start over or make corrections, simply wipe off with a damp paper towel.
    6. Once the entire class completes window drawings and sentences, invite other classes and administrators to view and enjoy the creative writing and artwork.
  • Standards

    LA: Know and apply grade-level phonics and word analysis skills in decoding words.

    LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.

    LA: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

    LA: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

    MA: Reason with shapes and their attributes.

    SCI: Make observations of plants and animals to compare the diversity of life in different habitats.

    VA: Use observation and investigation to make a work of art.

    VA: Elaborate on an imaginative idea.

    VA: Collaboratively set goals and create artworks that are meaningful and have purpose to the makers.

  • Adaptations

    Marine life artist Robert Wyland is best known for his life-size murals of whales and other sea life. Show students his incredible paintings and discuss the impact large art has on the viewer. Coordinate a large mural project with students. Have students work on sketching out an underwater scene on long bulletin board paper with Crayola® Erasable Colored Pencils. Put recycled newspaper down, smocks on and get containers of water ready. Students should work in teams to mix Crayola Tempera Paint and complete a section of the mural. Focus on mixing tints and shades of color. Upon completion exhibit in the multi-purpose room or long hallway.

    After discussing alliteration have students brainstorm words that begin with the same sound. List these words on the dry erase board using Crayola Dry-Erase Markers. Read silly poems from Shel Silverstein’s publications and others. Encourage students to write a collaborative class poem. Have each student come up and add to the poem on the dry-erase board.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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