• Quick retrieval from earlier learning (Poetry forms: sonnet, haiku, limerick, ballad, free verse…). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which poetry term matches this description? A pair of lines, usually rhyming, that form a unit. (limerick / sonnet / ode / couplet) → coupletPrompt: Think about the number of lines, the rhyme pattern, and the purpose (to praise, to mourn, to tell a story, to amuse).
2. Which poetic form is this? (/ shows a new line) A cyclist who lived in Dundee / Rode into the side of a tree. / She said with a frown, / "I was looking down!" / And went home for a nice cup of tea. (couplet / limerick / ballad / ode) → limerickPrompt: Count the lines and check whether they rhyme.
3. Type the poetry term (in English) that matches this description. A three-line poem from Japan, traditionally with 5, 7 and 5 syllables, often about nature. → haikuPrompt: Think about the number of lines, the rhyme pattern, and the purpose (to praise, to mourn, to tell a story, to amuse).

• Read the first lines of a short text aloud and ask what students predict will happen and why.
• Share the objective: Working out a rhyme scheme (ABAB, AABB, ABCB…). Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: What is the rhyme scheme of this stanza? A ship sailed out Into the night Its lantern swung A point of light
• Step 1: Look at the last word of each line and match the rhymes.
• Step 2: End words: out, night, swung, light
• Step 3: So the answer is: ABCB
• Answer: ABCB
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. What is the rhyme scheme of this stanza? The bus was late again today I counted cars that passed And every minute felt like grey Until it came at last (ABAC / ABAB / AABB / ABCB) → ABABPrompt: Label the first line's end sound A. Give a new letter to each new end sound.
2. Type the rhyme scheme of this stanza using capital letters (for example ABAB). The garden's full of light and shade The roses climb the wall Beneath the plum tree, in the glade The fallen petals fall And soft the evening's call → ABABBPrompt: Write down the last word of each line.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Type the rhyme scheme of this stanza using capital letters (for example ABAB). The kettle starts to sing The morning fills with light I hear the doorbell ring And everything feels right → ABABPrompt: Write down the last word of each line.
2. What is the rhyme scheme of this stanza? The rain began to fall It drummed on every wall The garden turned to mud The river rose in flood (ABAB / ABBA / AABB / ABCB) → AABBPrompt: Label the first line's end sound A. Give a new letter to each new end sound.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-10.