Reading Full Class Lesson Plan T.J.

Rendino
Student Teaching edTPA Lesson Plan Template

Subject: Reading Central Focus: To be able to recognize rhyme scheme in a poem

Essential Standard/Common Core Objective:

CCSS.ELA-LITERACY.RL.4.5: Explain major
differences between poems, drama, and prose,
and refer to the structural elements of poems
(e.g., verse, rhythm, meter) and drama (e.g., casts Date submitted: 4/13/2017 Date taught: 3/17/2017
of characters, settings, descriptions, dialogue,
stage directions) when writing or speaking about
a text.

Daily Lesson Objective:

Performance: The student will be able to look at rhyme in a poem and recognize the rhyme scheme

Conditions: The objective will be completed as a class and independently

Criteria: Students will write a rhyming poem based on the prompt, Write a poem describing how you are similar
and different from people you know. It has to rhyme, you have to circle the last words of every verse, and you
have to have the rhyme scheme labeled. I want you to have at least an A, B, and C for your rhyme schemes.
Students will be graded on a 10-point scale: 0-5 points for having a rhyme scheme, if done correctly with a point
taken off for every error; 0-3 points for circling the last words of every verse (3 points for circling all the last words
of every verse, 2 points for circling most of the last words of every verse, 1 point for circling some or little of the
last words of every verse, and 0 points for circling none of the last words of every verse or circling something that
is not the last word of every verse; and 0-2 points for having a poem that rhymes (2 points for a poem that rhymes
and has at least C rhyme schemes, 1 point for a poem that has little rhyme and less than C rhyme schemes, and 0
points for a poem that does not rhyme).

21st Century Skills: Analyze Media, Create Media Academic Language Demand (Language Function and
Products, Work Independently, Be Self-Directed Vocabulary):
Learners Expectation: Identify the rhyme scheme of a poem by looking
at rhyming words at the ends of verses

Vocabulary: Rhyme Scheme

Prior Knowledge: Poetry, Verses, Stanzas, Elements of a Poem, Rhyming

Activity Description of Activities and Setting Time

1. Focus and Review
I will have the Smart Board ready with my PowerPoint. Alright class, 5 min
we will continue to discuss poetry and the different elements of it. Can
anyone tell me some examples of what makes a poem a poem? Students
will answer, It has stanzas, It has verses, It does not always rhyme, It
has a title, and/or It causes you to feel emotions. Very good. Now we
mentioned that not all poems rhyme. Can anyone tell me what a rhyme
is? Students may respond, It is when the end sound of a word sounds like
the end sound of another word. Good. Now can someone give me an
example of a rhyme? Students could respond, Cat and Bat, Car and Far,
or Sit and Hit. Do rhyming words have to be spelled the same in order
to rhyme? They may respond with yes or no so I will follow up with, For
example, the words Bear and Dare rhyme, but they are spelled B-E-A-R
AND D-A-R-E. They still rhyme.
Reading Full Class Lesson Plan T.J. Rendino
2. Statement of Objective Today we are going to talk about rhyme scheme and how we can find 10 sec
for Student out the rhyme scheme a poem has.
First, lets talk about what a rhyme scheme is. Be sure to write this 10-15 min
down, a Rhyme Scheme is, The pattern that rhyming words take at the
end of the verses in a poem. What do you think this could mean? How
can a poem have a pattern? Students may respond, A poem could have a
pattern of what it talks about like different types of weather, or maybe, A
poem can have lines that are different lengths. Those are good guesses, but
the patterns we will be studying are rhyming patterns. Here is how we
can find a rhyme scheme in a poem. Our first example is a poem called
Snevington Snee. I will read the poem.

Snevington Snee by Jack Prelutsky

Im Snevington Snee
And from seven till three
I hang by my toes
From a coconut tree

Ive plenty of time

And its hardly a crime
And no one seems to be willing
To do it for me

I will then ask the students, What are some rhyming words you see in
3. Teacher Input
this poem? The students will say, Snee, Three, Tree, and Me, and Time
and Crime. They may not say Me because it is in a different stanza. I will
circle every word at the end of each verse and say, The first thing we
need to do when trying to find the rhyme scheme is circle all the last
words in the verses so we know what to find. I will then go through
every last word and ask the students if that word rhymes with another
last word in the poem. When they say yes, I will write an A next to the
right side of the verse to show this is the first rhyming word, and I will go
down the alphabet with each different rhyming word. For example, The
last word in the first verse is Snee, so does Three rhyme with Snee?
They will respond, Yes. Since that is the first rhyming word, we are
going to mark it and all that rhyme with it with an A, so I will put an A
next to Snee and Three. Does Snee rhyme with Toes? They will
respond, No. I will not put an A next to it. Does Snee rhyme with
Tree? They will respond, Yes. Since that rhymes with the first word,
I will also put an A next to it. Does Snee rhyme with Time? They will
respond, No. I will not put an A next to it. Does Snee rhyme with
Crime? They will respond, No. I will not put an A next to it. Does
Willing rhyme with Snee? They will respond, No. I will not put an A
next to it. Does Snee rhyme with Me? They will respond, Yes. I will
put an A next to it. I will continue to do this with every word at the end
of each verse that does not have a letter next to it and move to the next
letter of the alphabet.
4. Guided Practice Now that we have done an example of how we find the rhyme scheme. I 10 min
want you to help me figure out what we should do with this poem. First
we will read the poem.

Green is the grass

And the leaves of trees
Green is the smell
Reading Full Class Lesson Plan T.J. Rendino
Of a country breeze

What should we do first if we are going to find the rhyme scheme? The
students should respond, Circle all the words at the end of the verses. Now
where should I start? The students should respond, The first verse.
Correct, we start at the first verse. What do I do with the first verse?
The students should respond, See if the last word rhymes with the last words
in the other verses. Good, we should see if the last word in the first verse
rhymes with the last word in the other verses. How should we mark the
first circled word? The students should respond, With an A. We will
mark it with an A. Good. So, does, Grass rhyme with Trees? The
students will respond, No. Good. So now we move to the next verse.
Does Grass rhyme with Smell? The students will respond, No. Right.
Now does, Grass rhyme with Breeze? The students will respond, No.
Thats right. So now what do we do? Are we done? Do we know the full
rhyme scheme? The students should respond, We go to the next verse that
does not have a letter next to it. So, we start at trees and make our way
down with the words that still do not have letters next to them. So, we
mark the word with what letter? The students will respond, B. So, does
Trees rhyme with Smell? The students will respond with, No. Thats
right. Does Trees rhyme with Breeze? The students will respond, Yes.
So, what do I put next to it? The students will respond, A B Very
good. We put a B next to it since it rhymes with the other B. Are we
done yet? Why? The students should respond, We still need to check
Smell. Thats right. So, are there any words that Smell could rhyme
with? The students will respond with, No. Good, so that is how we find
the rhyme scheme. You are all practically masters of it already.

Now what I want you to do is go on your Chrome Books and find a 10-15 min
poem. I want you to write that poem down in your Reading notebook.
After that, I want you to go through and find the rhyme scheme of the
5. Independent Practice poem. What are some things we do if we are trying to find a rhyme
scheme? Students should respond with, Circle the last words in all the
verses, and, Write the same letter of the words that rhyme.

Summative: Since you all seem to understand how to find the rhyme scheme. I want
you to write your own poem. Here is the prompt, Write a poem describing how you
are similar and different from people you know. Here are the criteria for the poem: It
has to rhyme, you have to circle the last words of every verse, and you have to have
the rhyme scheme labeled. I want you to have at least an A, B, and C for your rhyme
schemes. Students will be graded on a 10-point scale: 0-5 points for having a rhyme
6. Assessment Methods of scheme, if done correctly with a point taken off for every error; 0-3 points for circling
all objectives/skills: the last words of every verse (3 points for circling all the last words of every verse, 2
points for circling most of the last words of every verse, 1 point for circling some or
little of the last words of every verse, and 0 points for circling none of the last words of
every verse or circling something that is not the last word of every verse; and 0-2
points for having a poem that rhymes (2 points for a poem that rhymes and has at
least C rhyme schemes, 1 point for a poem that has little rhyme and less than C rhyme
schemes, and 0 points for a poem that does not rhyme).
7. Closure Rhyme schemes are important when you are doing rhyming poetry 2 min
because poems like sonnets need to be a certain rhyme scheme. When you
have a good rhyme scheme, it helps your poem flow better and make
more sense.
A sonnet is a one-stanza poem with fourteen lines with stressed and
unstressed syllables. A couple types of sonnets are Italian and English
Reading Full Class Lesson Plan T.J. Rendino
sonnets. Italian sonnets follow this structure: ABBAABBA CDECDE.
English sonnets follow this structure: ABAB CDCD EFEF GG.

Student 1: 10/10
Student 2: 9/10
Student 3: 7/10
Student 4: 8/10
Student 5: 9/10
Student 6: 9/10
Student 7: 10/10
Student 8: 10/10
8. Assessment Results of
Student 9: 10/10
all objectives/skills:
Student 10: 9/10
Student 11: 7/10
Student 12: 5/10
Student 13: 7:10
Student 14: 10/10
Student 15: 6:10
Student 16: 7/10

Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

For struggling students, I can get them to write For struggling students, I can get them to work with me to
down a few short lists of words that rhyme and then figure out how to write their poem and figure out what
have a sentence that ends with that word. They can words rhyme with that word. I can also adjust it if writing
put that in a random order and then figure out the their own poem is too difficult, that they find a rhyming
rhyming scheme of that poem they made poem on the internet and find the rhyming scheme for that
and circle the last words of every verse
Materials/Technology: Smart Board, PowerPoint, Students Reading Notebooks, Pencils

Reflection on lesson:

It was not too difficult to write the lesson plan since I had done it before and taught reading lessons. From that past
experience, it helped to know what activities should be used and how they should be done. Writing for a lesson
which I had not taught before and in a higher grade than I had taught, which was very helpful, made it harder to
know what to expect from them in what they can do and should do. I had only worked with kindergarten and first
grade so jumping to fourth grade made it a bit harder to know how to teach them.

The lesson went very well and I was pleasantly surprised at how well the students did and enjoyed it. The kids
really liked the lesson, the teacher thought I did a really good job, and I felt confident after teaching it, especially
when math is more my strongsuit. The students even liked it so much that they went above and beyond by writing
longer poems than needed and even write multiple poems. My past experience with reading lessons, with them
going pretty well and learning what I did wrong or could improve upon, helped me a lot to know how to teach this
lesson, which seemed to show.

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