English lesson plan · 10th grade (Year 11 in England) · 60 minutes
Working out a rhyme scheme (ABAB, AABB, ABCB…)
Reading Comprehension
CCSS RL.9-10.5CCSS RL.7.5England: GCSE English Literature (poetry)England: KS3 Reading (poetry)
Objective and success criteria
Students will: Working out a rhyme scheme (ABAB, AABB, ABCB…).
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Poetry forms: sonnet, haiku, limerick, ballad, free verse…
Leads to: Metre: iambs, trochees, anapests, dactyls and pentameter
Materials: A short text or extract (one copy each), Highlighters, Question cards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 6 min
- 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.
- Which poetry term matches this description? A pair of lines, usually rhyming, that form a unit. (ballad / limerick / couplet / ode) → coupletPrompt: Think about the number of lines, the rhyme pattern, and the purpose (to praise, to mourn, to tell a story, to amuse).
- Which poetic form is this? (/ shows a new line) The bus is late again. / Rain writes its long letters on the glass, / and nobody reads them. (quatrain / haiku / free verse / elegy) → free versePrompt: Count the lines and check whether they rhyme.
- Type the poetry term (in English) that matches this description. A 14-line poem, usually in iambic pentameter, with a set rhyme scheme. → sonnetPrompt: Think about the number of lines, the rhyme pattern, and the purpose (to praise, to mourn, to tell a story, to amuse).
Hook · 6 min
- 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.
I do: model it · 12 min
- 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.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- What is the rhyme scheme of this stanza? Our dog is old and grey He sleeps beside the fire He dreams the hours away Of chases he'd desire (ABAC / ABAB / AABB / ABCB) → ABABPrompt: Label the first line's end sound A. Give a new letter to each new end sound.
- Type the rhyme scheme of this stanza using capital letters (for example ABAB). We waited by the gate Until the sky turned grey We knew that it was late But no one went away → ABABPrompt: Write down the last word of each line.
You do: independent practice · 17 min
- 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Type the rhyme scheme of this stanza using capital letters (for example ABAB). The lighthouse stands alone Its beam across the bay A tower made of stone That guides the ships away → ABABPrompt: Write down the last word of each line.
- What is the rhyme scheme of this stanza? We waited by the gate Until the sky turned grey We knew that it was late But no one went away (ABAB / AABB / ABBA / ABAC) → ABABPrompt: Label the first line's end sound A. Give a new letter to each new end sound.
Watch out for
- Answering from memory or opinion instead of evidence in the text.
- Copying a long quote without explaining what it shows.
Support and stretch
Support
- Review first: Poetry forms: sonnet, haiku, limerick, ballad, free verse….
- Use concrete materials: a short text or extract (one copy each).
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Metre: iambs, trochees, anapests, dactyls and pentameter.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-10.
Free lesson plan from eurekami.com/lesson-plan-builder