Students should be seated on the carpet with a partner. They will be expected to turn and talk to this partner throughout the lesson. Yesterday we learned about the different parts of a poem. We noticed stanzas and lines of poetry. Today, we will take our learning even further. When we first noticed characteristics of poetry, many of you noticed that poems sometimes rhyme. By the end of the lesson today you will be able to label the rhyme scheme in multiple poems.

1. Explain that we have been reading lots of poetry over the past few weeks and that today we are going to learn even more about poetry so that we can become poets!
2. First, I would like to know what you already know about poetry. Turn and Talk with a partner to discuss anything that you know about poetry and/or poems.
3. Chart under "K" as students share what they already know about poetry/poems - it can be something they read once in a poem, anything they have observed, etc.

1. Many of you noticed that some poems rhyme. When I say a word rhymes, I mean the two words have the same sound at the end. For example, cat and hat both have the "�at sound at the end, they are words that rhyme. Poems can have very different rhyme schemes or patterns of which lines rhyme. Just like math, poems have patterns too! We want to determine the rhyme patterns of poems today. Watch me as I label the rhyme scheme in the poem below.
2. Take out the poem "Favorite Bear" by Georgia Heard. We read and listened to this poem yesterday, but today we are going to label the poem to figure out the poem's rhyme scheme - the pattern of the rhyme within the poem.
3. Read the first two stanzas. Go back and label the poem after each stanza.
4. Teacher reads aloud the first two lines of the poem. When I read this poem I notice that "day" and "way" rhyme. When we label a poem for rhyme scheme we label each line with letters. The letters are in alphabetical order and lines that have words that rhyme are labeled with the same letter.
5. I will label the first line with an A because it is the first letter in the alphabet and the beginning of the poem. The next line I will also label with an A because it rhymes with stop. Teacher writes the letter A beside both lines on the classroom chart.
6. Teacher reads aloud next two lines. I noticed this time that again, "trees" and "leaves" are rhyming words. But why doesn't rhyme with "day" or or "way." Therefore, I will label both lines as B. Teacher labels line 3 and 4 with the letter B.

1. Read Shel Silverstein's poem, "Invitation."
2. Demonstrate how to look at a poem to make observations.
3. "When we read poems, it is important to look for structure (the way a poem looks), rhyme and rhythm (the way a poem sounds), mood and emotion (how the poem makes you feel), and imagery (the pictures we see in our mind when we read the poem).
4. Model how to fill out the graphic organizer with what you notice in the poem.

1. Now it's your turn to try.
2. I will show you the next stanza of the poem.
3. I want you to turn and tell your partner what you would label each line. Remember even when a new stanza begins, the letters must CONTINUE to follow the alphabet.
4. Students turn and talk with a partner to discuss the rhyme scheme. Teacher calls on students to label the poem and adds the labels to the chart.
5. This poem has a rhyme scheme of AABB, two lines right after one another rhyme. But, not all poems have this type of pattern. Let's read another poem to determine the rhyme scheme.
6. Have a student read "New World" by Shel Silverstein and have students come up and label each verse. Notice how this poem has a pattern of ABAB - every other line rhymes.
7. Let's read one more poem before we move off of the rug! This poem has a pattern that is a bit tricky! Have a student read "Mermaid" by Douglas Florian and student come up to label the lines. Notice how this poem has a poem of ABCB.

Have the students help you make observations about the poem and add them to the graphic organizer.

1. I think you are ready to try on your own. When you return to your seats today, you should begin reading Poems that are placed at your tables - there are more than one copy of each poem. Your job is to label at least three poems with a rhyme scheme today during workshop time. When you are done, place the labeled poems in your poetry folder. Off you go!
2. Students return to their seats. Each student should have a folder of various poems at their desk (pre-created for the unit). While at their seats students should be actively reading and labeling the poems they read with the goal of labeling the rhyme scheme of three poems during workshop time.

Round 2

1. Students will go back to their seats to work independently observing poetry. Make sure students know that they are allowed to read poems with others, if they wish, in order to discuss and fill out the graphic organizer.
2. Several poems will be printed out and in a pile on each table. There will be different types, ranging in variety and subject matter. Make sure that there are different levels of poetry for students who are at different reading levels.
3. Encourage students to talk with one another about what they have observed and written down.
4. Students will place their observation worksheet in their Poetry Folders when they have finished.

1. Pull a small group of students for conferencing if they appear to be having difficulty grasping the concept of rhyme scheme.
2. Have poems of varying reading levels and lengths at the tables.
3. Make sure most of the poems have some pictures to go along with them to help students understand the poem.
4. Students who finish early, and have completed the exit ticket, may label more than 3 poems or read poems from a poetry anthology.

Round 2

1. Small group instruction for students who are reading at a very low level.
2. Kid-friendly poetry - poems written by students.
3. Highly accessible poetry - for many reading levels.
4. High-interest subject poetry.
5. Poems that students have heard/read before.
6. Provide more difficult poetry for students who are reading at a high level or are more advanced.
7. Talk with advance students about why the poet wrote the poem.

1. ABCB patterns can be difficult for students, so be aware of this when on the rug and circulating the room.
2. Circulate the room, discussing how and why students are labeling poems. If students are labeling the poems wrong, have students discuss the patterns they found for a particular poem with a friend at their table - similar poems will be placed on the table (multiple copies).

Round 2

1. Walk around classroom and listen in on conversations between students.
2. Have short conversations with students about the poems they are reading and what they have observed.
3. Poetry Observation Worksheet
4. Student responses on the rug.

Students will select a poem from today or in the poetry box to choose for their Pocket Poem of the day for the following day.

1. Have students come back to the carpet in order to share their observations, and what they have learned about poetry - add to the "K" in the KWL chart.
2. Students will share what they want to learn about poetry - add to the "W" on the KWL chart.
3. Explain that in order to become poets, ourselves, we have to know how poets make poetry - what are the ingredients.
4. Have students help tape the ingredients onto the chart.
5. Explain that we will learn more about these ingredients over time.