Lesson Plan 2

Teacher: Subject: UNDERSTANDING Grade
RHYME SCHEMES, AS WELL Level:

MADISON LANGSTON
AS CONSONANCE, 9th
ASSONANCE AND INTERNAL Grade
RHYMES IN POETRY
Overall Goal of Lesson: Begin the process of understanding poetry through picking apart
“Annabel Lee,” and finding the rhyme schemes and meter in the poem.
Instructional Objectives: By the end of this class, students will:
1. Deepen their understanding of the literary devices present in “Annabel Lee.”

2. Begin to understand the importance of why these literary devices are present in
poetry
Texas Essential Knowledge & Skills (TEKS) & ELPS: Key Vocabulary:
110.31 Rhyme, meter, repetition,
internal rhyme, alliteration
Higher Order Questions: Can you name any famous poems you’ve read or heard of? Do
poems have to rhyme to be poems? Why/why not do they have to rhyme? What are some
literary elements present in poems?
Student Activities: (Keep in mind the following: Scaffolding, Independent or Cooperative

activities, Groupings, Reading, Writing, Listening, Hands-On/Minds-On, Connections to
previous knowledge, etc.)
This is a team building activity. It works on their listening skills, motor skills, and sharing
skills.
Modifications/ELL Strategies Anticipatory Activity for Lesson: Warm
Up by writing up on the board famous
For special needs children, it would be a
poems/poets they can think of, such as Edgar
good idea to not use the entire poem of
Allan Poe, Dr. Seuss, or William Shakespeare.
“Annabel Lee,” but a small excerpt for
them to do, rather than take on the
whole poem themselves.
Time: Teacher Input/Lesson Activity: The students will be handed the poem,
“Annabel Lee,” and be instructed to find words that rhyme. These can be at
the end, middle or beginning of the sentences, and the students will use
colored pens to make their stanzas separated. Together, we will project the
45 poem on the screen and, as a class, we will go through the poem together
minutes to find all of the words that rhyme with one another from line to line. After
we’ve done this, I will then explain to them what literary devices are present
in the poem, as well as explain briefly what they all mean. A few they should
already be aware of (personification, alliteration, imagery, etc.), but I will
mainly explain: assonance, consonance, internal rhyme scheme, etc. After
my explanation, and a few examples of finding them in the poem, each
student will get with a partner and find as many of these devices as they
can. The team who finds the most, correct devices will win candy and a
soda.
10
minutes Modeling: I will model what consonances, assonances, and internal rhyme
scheme on the board, as well as a few times in “Annabel Lee,” so the
students will be aware of what each word means and represents.
5 Guided Practice: I will walk the kids through an example of what an

minutes internal rhyme scheme is, as well as the differences between assonance
and consonance.
15 Independent Practice: I will give each team a chance to win soda and
candy by finding the most correct forms of assonance, consonance, and
minutes
internal rhyme schemes found in “Annabel Lee.”
10
minutes Lesson Closure: I will call for the students to stop ten minutes before the
bell and quickly go over all of the consonances, assonances and internal
rhyme schemes present in “Annabel Lee.” The students who have found the
most correct devices will inform me of their favorite candy and
soda/beverage for me to pick up and give to them the following class day.
5
minutes Assessment Methods/Strategies: I will be able to determine whether or
not the students understood how to find each literary device in the poem
(consonance, assonance, and rhyme scheme), as well as what they mean.
Resources (supplies, equipment, software, etc.): This lesson will include the following
equipment:
*Colored pens (for marking off the words that rhyme, as well as keeping the consonances,
assonances, and internal rhyme schemes separate).
*Two copies of “Annabel Lee” (one to mark the rhyming words, one to mark the assonances,
consonances, and internal rhyme schemes).
Reflection: This can be a great way in which the kids will be able to learn, but also a
competitive environment during the competition. It can also be beneficial in discussion, as
we will discuss why/why not a line may contain an assonance, consonance or internal rhyme
scheme.

Lesson Plan 2

Uploaded by

Copyright:

Available Formats

Lesson Plan 2

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson Plan 2

Uploaded by

Copyright:

Available Formats

Teacher: Subject: UNDERSTANDING Grade

RHYME SCHEMES, AS WELL Level:

Instructional Objectives: By the end of this class, students will:

1. Deepen their understanding of the literary devices present in “Annabel Lee.”

Student Activities: (Keep in mind the following: Scaffolding, Independent or Cooperative

5 Guided Practice: I will walk the kids through an example of what an

You might also like