Rhyme Scheme

Materials/Equipment:
Students

LA/SS Spiral
Teacher

Scholastic Story Works Magazine

Poem Laminated Print outs

(Chose random animal themed
poems to go with weekly theme)

Example of stanza and rhyme

scheme for students notebook +
my overhead print

Story Works Think About It

worksheet

Story Works Reason & Rhyme

Submitted by: Jorden Coffman

Grade Level: 5th

Curriculum Integration:
Language Arts

Differentiated Learning:
Auditory
Verbal/Linguistic

Visual/Spatial
Intrapersonal

Blooms Taxonomy:

Knowledge/Remember
Analysis
Comprehension/Understand
Application
Create

TEKS Achieved:
Language Arts TEKS
(4) Reading/Comprehension of Literary
Text/Poetry. Students understand, make
inferences and draw conclusions about the
structure and elements of poetry and
provide evidence from text to support their
understanding. Students are expected to
analyze how poets use sound effects (rhyme

Classroom Strategies:
Hands-On Centers
Independent Activities
Lecture
Whole-group
Pairing

Subject/Topic: Language Arts

Rationale: I can identify and write rhyme scheme within a poem

Objectives:

In order to write their own poem using rhyme scheme the students will work with multiple
different forms of poetry to gain an understanding of how rhyme scheme is used while making
inferences of the meaning and purpose of each poem.

Lesson Plan:

Introduction (Anticipatory Set/Motivation):

1. Students will read for the first 10 minutes of class and have their homework out for me to
walk around and check to make sure it is completed
2. I will then first go over the homework answers with the class before starting the poetry
lesson

Information Giving:
Students will then be asked to pull out their LA/SS Spirals
We will take notes as a whole class to write our Learning Target and Definitions down
LT: I can identify and write rhyme scheme within a poem
Rhyme Scheme: the ordered pattern of rhymes at the end of the lines of a poem or verse
Stanza: A group of lines forming the basic recurring unit in a poem or verse

Modeling:
I will then hand out the poem example that I created for each student to glue into their notebooks
under our notes
I decided to make a print out of it for time sake as this way I can immediately begin the modeling
process instead of having the students write it down as this would take too much time with them
already having to take notes for the learning target and definition
I created a large blank laminated print out of the poem that I gave them so that over the ELMO I
can model for the class what is in front of them on their printout. I will model the rhyme scheme of
the poem and how it works from stanza to stanza. As well as showing the students how to count the
number of stanzas within a poem.
I then have two separate poems that I will model with the students before I release them to their
activity to make sure they fully understand rhyme scheme and stanzas.

Check for Understanding:

To check for understanding I have created an activity for the students to do around the class.
I will have each student pair with their shoulder partner at their group. I then have printed off 3
sets of each poem and placed them at each group of tables. The students will get 4 minutes at each
group to collaborate with their partner what the rhyme scheme is as well as the number of stanzas
within the poem. Then as a group with their given partner will rotate to another set of poems to
figure out the stanza number and rhyme scheme again. I have printed out 5 different poems with 5
different rhyme schemes so that students will have a variety of different rhyme schemes to figure
out.
Directions:
(Listed in their notebook)
Title of Poem:
Rhyme Scheme:
Number of Stanzas:
After students have worked through the activity and written down their rhyme schemes and
stanzas numbers I will gather each poem and go over them with the whole class. I will draw sticks to
have students give me their answers for each poem to check for their understanding

Guided Practice:

After the activity as a whole class we will read the poem The Reason for the Pelican in the
Scholastic Story Works magazine I will hand out the Think About It worksheet so that as a whole
class we can work together to solve the problems in which the students will talk in more detail of
why an author might write a poem and the moods in which authors create within poetry

Independent Practice:

Students will receive the Reason and Rhyme worksheet

Students will then get a chance to work independently in order to show their understanding of
rhyme scheme. I chose to do this last so that students feel confident when filling out the answers
and should be able to work through each problem with ease after having so much practice
(Front of page is independent practice and back page is assessment)

Closure:
1st Block: It will be specials time so students will be asked to line up

2nd Block: Students will be given a specific time to work, and then I will do one more review poem to
recap and switch directions so we can move on to inferencing
3rd Block: Students will be given a specific time to work, and then I will do one more review poem to
recap and switch directions so we can move on to inferencing

Enrichment/Extension:

This should take up the period until specials but once they finish students will get a chance to
complete their classwork due Friday and their stations that still need to be completed until I move
on to our inferencing graphic organizer that we started yesterday but waited to complete until
students had done the Shiloh homework questions last night

Accommodations:
1.

I created separate print outs of the spiral notes for my dyslexic students who miss the
part of class. I also made a blow up version of the example poem so that they can glue it in
as well but it should be easier to read for them and understand

Assessment/Evaluation (Students):
On the back of the Reason and Rhyme worksheet is an assessment quiz that the students will do
and turn in. This will allow me to see where each student stands and how well they followed along
throughout the lesson

Assessment/Evaluation (Self):