FiveDayPoetryLesson

Day3RhymeScheme

ContentObjective
Studentswill
1) Recognizedifferenttypesofpoemsbyidentifyingtherhymescheme
2) Analyzehowadrama'sorpoemsform/structure(e.g.soliloquy,sonnet)contributestoits
meaning.

LanguageObjective
Studentswill...
1) Usevolumeandpacetocreateemphasisinspokenwordby
orally
presentingasonnettopeers.

Vocab

TierIIVocab

Sonnet

Syllable

RhymeScheme
Couplet
Simile

BuildingBackgroundActivity
I.
II.

Studentswillread4shortpoemsby
KennNesbitt
Studentswillidentifytherhymeschemeofthefollowingpoemsbywritingthepattern
A. UsingA,B,etc,andX
1. Explaintostudentsthattheywilluseletterstorepresentrhyminglines,
andXtorepresentnorhyme
Mr.BrowntheCircusClown
Mr.Brown,thecircusclown
putshisclothesonupsidedown.
Hewearshishatuponhistoes
andsocksandshoesuponhisnose.
Rhymescheme:_____________

MyPenmanshipisPrettyBad

Mypenmanshipisprettybad.
Myprintingsplainlyawful.
Intruth,mywritinglookssosad
itoughttobeunlawful.
Rhymescheme:_____________

AllMyGreatExcuses
Istartedonmyhomework
butmypenranoutofink.
Myhamsteratemyhomework.
Mycomputersontheblink.
Rhymescheme:_____________

TodayIHadaRottenDay
TodayIhadarottenday.
AsIwascominginfromplay
Iaccidentallystubbedmytoes
andtrippedandfellandwhackedmynose.
Rhymescheme:_____________

ThinkPairShare

Brainstorm:

Whatrhymeschemescanyoumakewithafourlinestanza?
WIDAAdaptation:Whatordercanfourlinesbeintocreatearhymescheme?
*
Studentswillbepairedheterogeneously
tohaveroundedbrainstormedideas

Studentswillbeassignedoneofthesevenpoeticrhymeschemes:
ABAB
XAXA
AABB
AAAA
AXAA/AAXA
ABBA
AXXA

Eachstudentwillwriteashort,simplepoemwiththegivenrhymescheme.

Internetmaybeutilizedtofindrhymes.

Irregularrhymesmaybeused.

Studentswillpresentpoems,classwillguesswhichrhymingschemetheyhad.

WIDA3+4
Teacherwillhelpstartoffthestudentswiththefirstlinerhymedlineandstudentswill
fillinthenextrhymingline.
ie.(AABB)
TodayIateabean
_________________
Iwanttoeatsomemore
_________________

WIDA1+2
Teacherwillhelpstartoffthestudentswithwithsimplesentencestarters,leavingonly
theendhalfofeachline(wheretherhymeis)tobefilledinbythestudent.
ie.
TodayIate____
Ittasted______
Iwant_______
So__________

Activity2
I.

IntroduceShakespeare'sSonnetVIIasasonnet:
Lo!intheorientwhenthegraciouslight
Liftsuphisburninghead,eachundereye
Dothhomagetohisnewappearingsight,
Servingwithlookshissacredmajesty

Andhavingclimbedthesteepupheavenlyhill,
Resemblingstrongyouthinhismiddleage,
Yetmortallooksadorehisbeautystill,
Attendingonhisgoldenpilgrimage:

Butwhenfromhighmostpitch,withwearycar,

Likefeebleage,hereelethfromtheday,
Theeyes,'foreduteous,nowconvertedare
Fromhislowtract,andlookanotherway:

Sothou,thyselfoutgoinginthynoon

Unlookedondiestunlessthougetason.

(Eachstudentwillhaveacopy)
II.

Studentswillpopcornreadfortheentirepoem
*ifstudentsareuncomfortablereadingaloud,theydonthaveto

III.

Studentswillbeaskedtolistcharacteristicsofasonnet:
(Prompting,ifneeded):

Howmanylines?(14)

Howmanysyllablesperline?(10)

Classwillclapoutafewlines

Whatistherhymescheme?(ababcdcdefefgg)
*Toidentifyrhymescheme,assignaletterofthealphabettoeachrhymedsound
attheendofaline.Ifthatsoundisrepeatedlateroninthepoem,thatline
receivesthesameletter.

IV.

Howdoestherhymingcoupletattheendcontributetothepoem?(conclusion)

StudentswillThinkPairShare:
1. Whatiseachstanza(includingtheendingcouplet)saying?
2. Whatistheunderlyingtheme(whoistheaudience,whatisthe
messagetothem?)ofSonnetVIIandhowisthemajorsimileusedto
expressthat?
WidaAdaptation:WhatisthethemeofSonnetVII?Whatmessageisbeingtold?
Whatmajorsimile,orcomparison,isusedtoexpressit?

V.

Studentswilleachwritetheirownsonnets

FollowingtheruleswefoundasaclassfromShakespeare'sSonnetVII

Usesasimiletorepresentthetheme

Internetmaybeutilizedforrhymes

Studentswillsharetheirsonnetwith2peers,andreadthesonnetsof2oftheir
peers.


WIDA3+4
StudentscopyofShakespearesSonnetVIIwillhavetherhymeschemehighlighted:
Lo!intheorientwhenthegraciouslight
Liftsuphisburninghead,eachundereye
Dothhomagetohisnewappearingsight,
Servingwithlookshissacredmajesty

Andhavingclimbedthesteepupheavenlyhill,
Resemblingstrongyouthinhismiddleage,
Yetmortallooksadorehisbeautystill,
Attendingonhisgoldenpilgrimage:

Butwhenfromhighmostpitch,withwearycar,
Likefeebleage,hereelethfromtheday,
Theeyes,'foreduteous,nowconvertedare
Fromhislowtract,andlookanotherway:

Sothou,thyselfoutgoinginthynoon

Unlookedondiestunlessthougetason.

WIDA1+2
StudentscopyofShakespeare'sSonnetVIIwillhavetherhymeschemehighlighted
(above)andwillalsohavethepoemtranslatedtocontemporaryEnglish:
Whenthefirstraysofthesunappearintheeast,
Andthesunliftsuphisburninghead,men'seyes
Paytributetohisnewappearingsight
Servinghismajesty[thesun]withlooksofawe

Andwhenheclimbsthathilltoheaven[ascendsbackintothesky],
Likeastrongyoungmanintheprimeoflife,
Mortalsstillworshiphisglory,
Watchingcloselyhisclimbintothesky

Butwhenfromhiszenithhe,withhiswearychariot,
Reelsdownwardslikemendeclinewithage,
Theeyes[ofmen],beforedutiful,nowturnawayfromhim
Theyturnawayfromhispathintheskyandlookelsewhere:


Soyou,yourselfnearlypastyourprime,
Willtoogounregarded[likethesun],unlessyouhaveason.

Assessment
Iwillbeassessingthesonnetsstudentswrite,lookingthatthestudentsuccessfullycreateda
simileandisfollowingitasathemethroughoutthepoem

WIDA3+4
HereIwillbeassessingthestudentsunderstandingbyspeakingwiththemabouttheirthemein
mywalkthroughswhiletheyarewriting,andseeingifwhattheywroteintheendabidesbythe
theme.

WIDA1+2
HereIwillbeassessingthestudentsunderstandingbyspeakingwiththestudentswhileguiding
themalongtheprocessoffillingouttheskeletonwhileotherstudentsareworkingto
themselves.