rhyming for poetry

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					LESSON ONE: Rock N’ Rhythm & Rhyme (Part One)
Through the use of a KWL chart and class discussion, students identify rhythm and rhyme in a variety of contexts.
Working with a partner, students listen to rhythm and rhymes read by the teacher and write the rhyming words on
paper. At the end of the lesson the students record one thing they learned from this lesson on the KWL chart.

o   R2B The student will identify author’s use of rhythm, rhyme, and alliteration in poetry and prose, with
o   R3B The student will identify and explain author’s use of rhyme in nonfiction text.

Sources of Literature
o “Friends” by Crystal Bowman
o “Sharing” by Shel Silverstein
o “Complainin’ Jack” by Shel Silverstein
o “Fog” by Carl Sandburg
o “Fruits in a Basket” by Mary Sullivan
o “ Leaves Around the Year” by Mary Sullivan

o Pencils and paper
o Chart paper for KWL chart

Handouts provided
o KWL chart

Words to know
o rhythm
o rhyme
o graphic organizer

At the end of the lesson students record one thing they learned. Any new additional answers will be added to the
KWL chart.


1.    A KWL chart is displayed on the board (see handout). As a class, the K & W pieces of the chart are
      completed. Once finished, discuss to determine students’ level of knowledge about poetry.

        Questions     What do you know about poetry?
           for        What do you what to know about poetry?

2.    Read aloud three or four poems such as “Friends” by Crystal Bowman (rhymes, fiction), “Sharing” by Shel
      Silverstein’s poetry book called Falling Up (rhymes, fiction); “Complainin’ Jack” by Shel Silverstein’s book
      Falling Up (rhymes, fiction); “ Fog” by Carl Sandburg (doesn’t rhyme, fiction); “ Fruits in a Basket” by
      Mary Sullivan (rhymes, nonfiction); or “Leaves Around the Year” by Mary Sullivan (rhymes, nonfiction).
      Discuss poems (see questions for students). After discussion, record any learned material on the KWL chart.

        Questions     Was there anything the same/different about the poems?
           for        Do all poems have to rhyme?
        Students      Do you like these poems? Why?
                      Do all the poems give you the same feeling? Explain.
                     What is the difference between rhythm and rhyme?
                     What are rhyming words?
                     What helps you create rhyming words?

       Strategy      Make sure that a variety of poetry is being read to the students; that is, fiction/
                     nonfiction poetry and rhyming/non-rhyming poetry

3.   Read the poems from the modeling activity again. This time read short rhyming patterns such as, “I’ll share
     your toys, I’ll share your money, I’ll share your toast, I’ll share your honey…” After reading ask students to
     think about what two words rhyme. Students write those two words on a piece of paper. They then turn to
     their partner and share the answer (Think-Write-Pair-Share cooperative learning activity by Kagan). Ask
     students to volunteer their answers. The students know if their answers are correct by listening to the
     responses of other students and teacher response from the book. Repeat activity as many times as necessary.

       Questions     How did you pick out the words that rhymed?
          for        After looking at all of the rhyming words displayed on the board, what do you notice
       Students      that is alike/different?
                     Do rhyming words have to have the same ending letters to rhyme? Explain.
                     Is the rhythm the same in all the poems? Explain.
                     How does rhythm change the way you feel?

      Suggestion     Continue reading examples from the poems as time allows and student interest remains.
                     In an ideal situation, including the music teacher in the unit would be very helpful.
                     Ideally, the music teacher would be a helpful resource before the unit begins or
                     between lessons 1 &2 to explain and model rhythm.

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