Lucio Padilla Jr.



The main purpose of this lesson is to teach students to identify some of the different characteristics of poetry. The characteristics that they will be learning will be rhythm, rhyme, and alliteration.  Students will gain a better appreciation of poetry by understanding their purpose. 

Subject: Language Arts
Topic: Poetry
Grade Level: Second Grade
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Standards Addressed
Second Grade

3.4 Identify the use of rhythm, rhyme, and alliteration in poetry.
1.3 Understand the purposes of various reference materials (e.g., dictionary,
       thesaurus, atlas).
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Instructional Objectives

1.  Students will be able to identify evidence of rhythm, rhyme, and alliteration in poetry. 

2.  Students will be able to use reference materials to help them write their own poems. 


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Student Activities

Students will be exposed to a wide variety poetry for at least a week.  Their exposure may come by their teacher reading aloud to them and during independent reading time.  With a PowerPoint presentation students will be taught the special features of poetry that include rhythm, rhyme, and alliteration and the purpose of these features.  During this presentation, students will also be able to enjoy more poetry via the internet.  Students will also be given the opportunity to go online to learn more about poetry from Jack Prelutsky and Kristine O'Connell George.  To conclude the lesson, the students will be given the opportunity to write their own poems with the option of having them published on the internet. 

Introductory Activity
1.  Determine students' prior knowledge on poetry using a KWL chart.
2.  Read aloud poetry to students using children's poetry books. 
3.  Make children's poetry books and websites available during independent reading time. 

Enabling Activities
1.  Use the Poetry PowerPoint presentation to demonstrate to students evidence of rhythm, rhyme, alliteration in poetry.  
2.  Teach students the purpose of these features. 
3.  Provide students the opportunity to go to the internet and read children's poetry.  Have them take turns with a partner identifying evidence of rhythm, rhyme, and alliteration
4.  Students will complete a graphic organizer that will display their ability to identify evidence of rhythm, rhyme, and alliteration in poems. 
5.  Students will complete activities that will guide them in creating word lists for writing poems with both alliteration and rhyme. 
6.  Students will be taught how to use reference materials that will benefit them when writing their poems such as the dictionary, thesaurus, and a rhyming dictionary. 

 Culminating Activities
1. Students will write their own poems.
2. The poems from the class will be published.  This could be on a poetry website, school website, class books, bulletin board, etc.


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Identification Test
Student Poems


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Identification Test Results
Student Poems Rubric Results
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Web Resources & Supplementary Materials

Introductory Activity

Poetry KWL Graphic Organizer
Walking the Bridge of Your Nose...Wordplay, Poems, & Rhymes
selected by Michael Rosen
Good Books, Good Times!
selected by Lee Bennet Hopkins
Little Dog Poems by Kristine O'Connell George
Falling Up or other poetry books by Shel Silverstein
Chanting Rhymes by John Foster
Dr. Seuss Books

Enabling Activity

Poetry PowerPoint
Websites: Meet Jack Prelutsky and Kristine O'Connell George
Books Listed Above
Easy Poetry Lessons That Dazzle and Delight
by Scholastic
Identification Organization
Easy Rhymes & Hard Rhymes
Lost Poem Activity
Alliteration & Rhyme Creation

Culminating Activity

How to Write a Poem by Teacher Created Materials Inc.
The Thesaurus for Kids by Evelyn Pesiri 
The Scholastic Rhyming Dictionary by Sue Young
The Scholastic Children's Dictionary by Scholastic
Poetry Publishing

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Mains Elementary School
Lucio Padilla Jr
Last Revised: