Revising for Rhyming

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Objective

SWBAT revise their sonnet in order to practice concentrating on rhyme schemes and literary devices to add meaning.

Big Idea

Can't rhyme anything with orange? Eminem can.

Lesson Opener

10 minutes

In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to today's lesson. I then have a "teach" in which I model for students the lesson of the day and also have them try it out. When I think about my modeling, I use three categories; skill, strategy, and process. I model by stating the skill to the students, then giving them a strategy in which to use the skill, followed by the process to try out the strategy.

Connect:  I will say, “Yesterday we studied sonnets and many of you were asking me ideas about rhyming. I want you to remember that not all poems have to rhyme, but if you do want to rhyme, you can be creative about it”

Teach: I will say, “In order to revise our sonnets for rhyme scheme we are going to practice the skill rhyming and the strategy if thinking deeper about how we pronounce or put emphasis on syllabus of a word. The process I will use is as follows:

1) Watch a short clip about rhyming

2) Revise my sonnet for rhyme

3) Create another sonnet using my resource sheet

I will show the students the short clip on how Eminem rhymes the word orange. I will then show them how I go back and revise my rhyming in my sonnet to have a deeper meaning. In other words, I am not just pick words because they rhyme, I am picking them because they add more meaning to my poem. 

Here is an example of revising that I did with my students.

Active Engagement

10 minutes

Active Engagement: I will say, “Now turn and tell your partner a word you can change to make it rhyme in the abab, cdcd, efef, or gg format in your sonnet from yesterday. I will listen in to student’s conversation, then have the whole class share out by asking at least 3 students what they came up with (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).

Closing of Active Engagement: I will say, “In order to add meaning to your poem through a rhyme scheme, poets use examples from other poets and revise their poems, then try it out again by creating another poem.” 

Independent Practice

20 minutes

Independent Practice: I will say, “Now you are going to revise your sonnet. Then craft another poem by following the rhyme scheme of a sonnet, going back to your brainstorming chart to pick a person, place or thing to write about and keep the three literary devices in mind. As you saw from the Sonnet Man’s rendition of the poem yesterday, you can take a line from one of the sonnets to start off your own poem.”

As they write I will put on writing music (smooth jazz on Pandora) and conference with students using Possible Conferences for Rhyming.

Partner Work: Students will be directed to turn and share their poem or beginning of a poem with their partner. I will say, “Decide who will be partner A and who will be partner B. Partner A I want you to share your poem. Partner B, I want you to listen if Part A tried out using literary devices in their poems and the abab cdcd efef gg, rhyme scheme of a poem. If not, give them feedback; tell them an idea of what they could add or let them know the meaning you heard in thier poem. Then you will switch.” I will then give students time to revise, or have them make notes and revise for homework. 

Closing

5 minutes

I believe that the end of the lesson should be an assessment of the days’ learning; therefore it should be independent work. I always end class with an exit ticker in which students write down the response to a question.

Closing: I will have students turn in one of the sonnets they drafted.