Cut-Up+Poetry+Lesson+(end+rhyme)


 * Grade:** 5


 * Time:** 40 minutes

Reading Standards for Literature K-5, Craft and Structure 5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
 * Standard:** Common Core State Standards


 * Objective:** Students will write a poem with three stanzas that contain end rhyme.


 * Materials:**
 * rhyming dictionary
 * 1 poem (large enough to display in front of the classroom)
 * Spaghetti by Shel Silverstein

//Spaghetti, spaghetti, all over the place,// //Up to my elbows---up to my face,// //Over the carpet and under the chairs,// //Into the hammock and wound round the stairs,// //Filling the bathtub and covering the desk,// //Making the sofa a mad mushy mess.//
 * 1 baggie (per group)
 * filled with 10 words: two pairs of rhyming words, and four words that can be rhymed with easily
 * another 10 words: two pairs of rhyming words, and four words that can be rhymed with easily (to use as an example on the board)
 * Writing utensils (pencil, pen and/or marker/crayons/colored pencils)

1. Anticipatory Set (Engagement)
 * Lesson Sequence:**
 * “So, today we are going to continue with learning about poetry. In the next few weeks we are going to learn more about types of poetry and different ways to write poetry. Poetry is challenging, so we are going to practice what we learned last week because as poets, we should be writing tons and tons of poems. What do you remember about what we learned last week? What did we use at the end of our poems?” End rhyme.

2. State objective and purpose
 * “Today you are going to write poems with three stanzas that contain end rhyme.”

3. Teach and Model
 * “What is a stanza?” A stanza is a group of lines that fit together because of their rhyme scheme. Use the displayed poem to provide an example by showing that the two lines fit together with their rhyme. “So, your poem will look like this one, with three stanzas. How will you know if you have a stanza?” If we have two lines that rhyme.
 * “So, here I have a bunch of words.” Display these words on the board – one word per piece of small paper. “Later, when you do this with your partner, you will have words that are similar to mine. Do you see any words up here that rhyme? Let’s put these at the end of our first two lines to make a stanza.” Dance and France. “Alright, so I need to think of how to begin writing my poem, while remembering that these are the words that will be at the end of my first two lines. How about this:

//There was a girl who loved to dance,// //She was very famous in Paris, France.//


 * “Could this be our first stanza? Why? Is this poem making sense so far? Let’s continue with our next stanza. What other words up here rhyme words?” hair and stare.

//You might know her by her long dark hair,// //Or by the way that people stare.//


 * “For this last stanza, I don’t see any other words that rhyme. What could we do?” Pick a word and list words that rhyme with it underneath. From there, you can pick a pair of end rhyme words. “Let’s pick the word ‘for.’” Brainstorm rhyme words. Suggested last stanza:

//But the thing that she’s most famous for// //Is being the girl with the loudest snore.//

4. Guided Practice
 * Write another poem like you modeled during Teach and Model. Use similar words, but instead of writing the poem for the students, let them come up with lines and stanzas. If necessary, write the first stanza or just the first line to get them started. Poem should follow a central theme or idea.
 * Suggested words: jog, dog, talk, walk, show, spent, late, find

5. Independent Practice/Assessment
 * “So, with your partner you will write a poem with three stanzas, like we did together, using the words that I give you in your baggie. You do not have to use all of the words in the baggie. There are more than you will need, so you can choose which words fit into the theme or idea of your poem.”
 * “When you have your poem figured out, please write it neatly in cursive on lined paper and underline the words that you used.”
 * Put students in their groups and hand out supplies. During group work, facilitate the different groups, asking questions and making observations about how they assembled their poem.
 * “Poets, you have five minutes to put the finishing touches on your poems, and then we are going to share them.”
 * Share poems and ask questions about how they assembled the poems. “How did you begin to write your poem? How did you decide which words to use? What problems did you encounter with using end rhyme?”

6. Closure
 * “Well, poets, I think you are becoming excellent poets. Writing poetry takes a lot of practice, but soon you will be experts in using end rhyme.”