Lesson plan

Rhyme and Writing

Rhythm, reading, and writing make a perfect pair in poetry. Let your young writers practice these skills with the -at word family and common CVC words.
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Students will demonstrate an understanding of spoken words, syllables, and sounds using poetry.

(10 minutes)
  • Introduce the lesson by reminding students of the word families they already know. Potential discussion questions include: What does it mean when words are in a "family"? What word families do we already know?
  • Explain that having the same ending sound also means that these words rhyme with each other. Poems and songs often use rhyming to create a rhythm, or a repeated pattern of sound, and sometimes poems will also tell a story.
  • Read the Ann Ran poem with words from the -an family. As you read aloud, encourage your students to find a rhythm. Stress each syllable as it is read.
  • Remind students that a word is broken up into syllables and that all words contain syllables. A syllable is a combination of letters that have a vowel and make one single sound.
  • Model clapping as you say words from the poem to demonstrate syllables.
  • As you read a line with a particular rhythm, start a discussion. Great guiding questions include: Can you hear the rhythm? Can you clap out the rhythm? Reread the poem and clap with your students.
  • Bring up a discussion on poems. Potential discussion questions include: Was this a real or make believe story? Could this have really happened? Was this poem as long as some of the books we have read?
  • Explain that a poem is often much shorter than stories. Reassure your students that their writing today does not have to be too long.
(5 minutes)
  • Go over the -at word list, choosing words that are familiar to your students.
  • Ask your students to repeat the words after you.
  • To put the words into context, ask your students to give examples of where they have seen or heard the words. For example, one student could say that he saw a bat flying outside. If they need help, encourage your students to use their own experiences to come up with sentences.
(5 minutes)
  • Practice more with the -at word list by randomly pointing to individual words.
  • Have the class say the word to make sure that it is familiar.
  • Continue asking for examples of the words being used in real life. Ask for examples of two or more words in a sentence. For example: The cat was playing with the mat outside the door.
  • Ask for examples of silly, imaginary situations. For example: The cat hit the ball with the baseball bat.
(15 minutes)
  • Instruct your students to begin writing sentences for their poems. Ask them to try to include at least five -at words. If possible, have them include rhymes at the end of each sentence.
  • Write common CVC words on the board as a reference or leave the list of -at words displayed.
  • If students need help, you can offer some guiding questions such as Does your poem have a character? Where have you seen this word in real life? What do you want your character do to?
  • Enrichment: Give your students another word family to use in their poems. You can also give them a required number of sentences or words to use.
  • Support: Give students the Silly Sentences Fill-ins as a starter to help them come up with ideas. You can also give them a copy of the poem Ann Ran, but leave blanks where the -an words are.
(5 minutes)
  • Have your students share their poems with a neighbor. As you walk around, make sure that they have used complete sentences. Listen for rhythms in their poems.
(5 minutes)
  • Ask for a few volunteers to read their poems. Have them identify the -at words and rhymes in their family. Ask them to say their poem again, clapping the rhythm at the same time.

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