DETAILED LESSON PLAN

Title: RHYME AND RHYME SCHEME

Time Frame: 1 week
Objectives: At the end of the lesson, the students will
be able to:
1. Analyze the Rhyme and Rhyme Scheme
in a given text.
2. Construct a stanza using the different
Rhyme Schems.
3. Participate in a collaborative activity
with peers.
CONTENTS
Topic References Materials
RHYME AND RHYME ENG 9 Module in English 9  Laptop
SCHEME  PowerPoint
presentation
 Score sheets
PROCEDURE
Teacher’s Activity Students’ Activity
A. Preliminaries
 Prayer Before everything else, let
us first ask the Almighty
God for his guidance.

Prayer leader, please lead

the prayer.

(Students will stand up

and follow)

Dear, Lord God. We ask of

your guidance for today’s
endeavor. Grant our
teacher the knowledge
and patience, and grant
us students with focus
and presence. We ask all
of this in the name of
Christ. Amen.

 Greetings
Good morning, class!
“Good morning, Sir!”
 How is everybody doing?

“We’re doing great, Sir!”

That’s good to hear

 Attendance

Class Secretary, how’s

today’s attendance?

“Everyone is present, Sir”

That’s good

B. Review
Before we proceed with
our new lesson, let us first
have a recap of what we
discussed last meeting.

Can anybody from the

class tell us what our
lesson was last meeting?

Yes, Megan?

“We had a lesson about

Figures of Speech and
Linguistic Devices, Sir.”

That is correct!

Thank you, Megan

Can anyone from the

class define what Figure
of Speech is?
 Yes, Sophia?
“Figures of Speech are
expressions that use
words in inventive ways.,
Sir”

Precisely! Thank you,

Sophia

How about Linguistic

Devie?

Let’s have Lara

“Linguistic Devices are
techniques that writers
use to communicate a
mood, feeling or theme
more effectively, Sir”

Very good.

How many Figures of

Speech did we discuss?

Yes, Dani?

“We have discussed11

Figure of Speech, Sir”

That is correct! Thank

you, Dani.

And what are they?

Yes, Izzy?
“We have Smile,
Metaphor, Personification,
Hyperbole, Irony,
Oxymoron, Apostrophe,
Synecdoche, Metonymy,
Periphrasis, and Imagery,
Sir.”
 Very good!

How about in Linguistic

Devices?

“We discussed 2
Linguistic Devices, Sir.”

And they are?

“Alliteration and
Onomatopoeia, Sir.”

Very good! Thank you,

Izzy.

Alright! It seems like you

learned a lot from our
lesson last meeting. Good
job, everyone!
C. Motivation
Before we dive into our
new lesson, I have
prepared something for
you to do.

We will play a game

called “Sounds Familiar”

(The teacher will flash the

photos on the screen)

The instructions are very

simple.

I will be flashing pictures

containing figures,
illustrations, or words and
you will be giving words
that sounds like the word
that is presented.
 “Yes, Sir!”
Are the instructions clear?

If you want to answer,

just raise your hand.

Alright, let’s start.

Let’s have Jake.

“Food, Sir”
Very good!

Yes, Danica?
“Rude, Sir”
That is correct!

Yes, Kyla?
“Stood, Sir”
Very good!

Let’s have the next one.

Let’s have Elise.

“Cheap, Sir”
Very good!

Yes, Camille?
“Sleep, Sir”
That is correct!

Yes, Fiona?
“Creep, Sir”
 Very good!

Next, we have…

Let’s have Jayce.

“Free, Sir”
Very good!

Yes, Vayne?
“Degree, Sir”
That is correct!

Yes, Evelyn?
“See, Sir”
Very good!

Let’s have the next word.

Let’s have Janna

“Grass, Sir”
Very good!

Yes, Sona?
“Brass, Sir”
That is correct!

Yes, Sera?
“Pass, Sir”
Very good!

Let’s have our last word.

 Let’s have Grace.
“Best, Sir”
Very good!

Yes, Nika?
“Test, Sir”
That is correct!

Yes, Chi?
“Nest, Sir”
Very good!

Give yourselves a warm

round of applause!
(The students will clap)

D. Presentation

Very good, everyone!

Now, what did you notice

in the activity that we had
just done? Specifically on
the words that were
presented and the ones
you gave?

“Yes, Jamie?”
“The words that were
presented and the words
we gave sound alike, Sir”
Very good, now in which
part of the word do they
usually sound alike?

“Yes, Michael?

“The words have the

same sound at the end,
 That is correct. Sir”

And what do we call

words that sound the
same?

Yes, Olivia?
“Synonyms, Sir?”
Alright, synonyms are
words that mean the
same or similar to each
other.

Anyone else?

Yes, Sabrina? “Rhymes, Sir”

That is correct!

Rhyme is the repetition of

the final sound or sounds
of a word. For example,
"say" rhymes with "may,"
and "sake" rhymes with
"make."
E. Discussion

Alright, are you ready for

another fun activity?
“Yes, Sir!”

Before we proceed to your

activity, let us divide the
class into 5 groups. Start
counting from the back
row.
(Students will count)

Alright, to proceed in your

group, stay silent as
possible and arrange you
chairs into a circle.

You may now go to your

groups.
(Students will proceed to
their groups)

Is everyone in his group?

 “Yes, Sir!”
Alright.
Our activity is called
“Rhyme Builder”

Ears on me for the

instructions.
Each group will be given a
pattern that will help
them in using Rhymes.
The group must follow the
pattern in constructing a
stanza.

To help you with your

pattern here is a simple
guide:

A - First Rhyme
B - Second Rhyme
C- Third Rhyme
D- Fourth Rhyme

The letter will indicate the

pair of rhymes that is
present in your stanza.

Are my instructions clear?

“Yes, Sir!”
Alright, let’s have one
representative from each
group to pick their
group’s pattern.
(Representative from
each group will pick their
pattern)
You have 20 minutes to
construct your stanzas,
you may now proceed to
your activity.
 (After 20 minutes)

Times up!

Let’s proceed to the

presentation of your
works.

Beginning with Group 1.

(Group 1 will present their

work)

Tell me not, in mournful

numbers,
Life is but an empty
dream!
For the soul is dead that
slumbers,
And things are not what
they seem.

And what is the pattern of

your stanza?

“The pattern of our stanza

is ABAB, Sir”
Very good!

What could you notice

about your pattern?

“The pattern that we got

switches from A to B, Sir”

Now what do we call it

when we are switching
from one thing to another
and vice versa?
“Alternate. Sir”
Very good! We just
discovered our first
patter, which is Alternate
Rhyme.

In an Alternate Rhyme,
the first- and third-lines
rhyme at the end, and the
 second and fourth lines
rhyme at the end
following the pattern
ABAB for each stanza.

Very good, Group 1.

Let’s proceed with Group

2.

(Group 2 will present their

work)

And sometimes on a
summer’s day
To self and every mortal ill
We give the slip, we steal
away,
To walk beside some
sedgy rill:
The darkening years, the
cares that kill
A little while are well
forgot;
When deep in broom upon
the hill,
We’d rather be alive than
not.

And what is the pattern of

your stanza?

“The pattern of our stanza

is ABABBCBC, Sir”
Very good!

What could you notice

about your pattern?

“The pattern that we got

is longer than Alternate
Rhyme, Sir. It is also
similar to Alternate
Rhyme but with more
rhyme pairs, Sir.”

Very good observation!

The pattern that Group 2

used is called the Ballad
Rhyme Scheme.

A ballade is a lyric poem

that follows the rhyme
scheme ABABBCBC.
Ballades typically have
three, 8-line stanza. The
last line of each stanza is
the same, which is called
a refrain.

Thank you, Group 2.

Let’s have Group 3.

(Group 3 will present their

work)

I saw a little hermit crab

His coloring was oh so
drab

It's hard to see the

butterfly
Because he flies across
the sky

Hear the honking of the

goose
I think he's angry at the
moose

And what is the pattern of

your stanza?

Very good!

What could you notice

about your pattern?

“We noticed that there

are 3 pairs of different
rhymes, Sir”

You mentioned the word

pair. What other term do
 we use to refer to
something in a pair?
“Duo, Sir?”

Okay, what else?

“Couple, Sir”
Very good!

That is what we call the

Coupled Rhyme Scheme.
A coupled rhyme is a two-
line stanza that rhymes
following the rhyme
scheme AA BB CC, or a
similar dual rhyming
scheme. The rhymes
themselves are referred
to as rhyming couplets.

Very good, Group 3,

Now, let’s proceed with

Group 4.
(Group 4 will present their
work)

For possessed of day

Thousand spirits’ stray
That sweet joys betray

And what is the pattern of

your stanza?

“The pattern that we got

is AAA
Very good!

What could you notice

about your pattern?

“Our pattern only has a

single rhyme, Sir”

Now, what is the other

term for single or solo?

“Mono, Sir?”
Very good!
 That is what we call the
Monorhyme Rhyme
Scheme.

As the name suggests, in

monorhyme, all the lines
in a stanza or entire poem
end with the same rhyme.

Very good, Group 4.

And last but not the least,

let’s have Group 5.

(Group 5 will present their

work)

Waited patiently in lines

to cast the vote
The turnout was
expected; patience was
tested
Uneasiness, hungry, and
tired enough to be
tempted
And what is the pattern of To leave the line, but
your stanza? frustration heavy in tote

Very good! “The pattern of our stanza

is ABBA, Sir”
What could you notice
about your pattern?

“The rhymes aren’t

consecutive nor is it
alternated, Sir. But the
Very good! rhyme B is both in the
It’s sort of like a center or the middle, Sir”
sandwich, isn’t it?
 There it is! “Yes, Sir. The rhyme B is
That is what we call the enclosed by the rhyme A”
Enclosed Rhyme Scheme.

The first and fourth lines

and the second- and
third-lines rhyme with
each other in an enclosed
rhyme scheme. The
pattern is ABBA, in which
A encloses the B.

Alright!

Those are what we call

Rhyme Schemes!

Now, from the activity

that we just did, what do
you think is the meaning
of Rhyme Scheme?

Yes, Jhoana?

“Rhyme scheme is a
Very good! rhyme pattern that
writers follow in writing.”
Rhyme scheme is the
pattern of sounds that
repeats at the end of a
line or stanza. Rhyme
schemes can change line
by line, stanza by stanza,
or can continue
throughout the poem.
Poems with rhyme
schemes are generally
written in formal verse,
which has a strict meter:
a repeating pattern of
stressed and unstressed
syllables.
F. Generalization
For your last activity, we
will complete the graphic
organizer for Rhyme and
 Rhyme Scheme using the
following questions.

Are my instructions clear?

“Yes, Sir”
Alright, proceed with your
activity.

Guide Questions:
1. What is a Rhyme?
2. What is a Rhyme
Scheme?
3. What are the
different Rhyme
Schemes?
4. Why are Rhymes
and Rhyme Scheme
important in
writing?

(Students will proceed

with the activity)

Alright, I hope you have

learned something today.
That would be all for our
lesson.

G. APPLICATION
To proceed, you will have
to apply what you have
learned on your next
activity.

Alright, all ears for the

instructions.

Construct a stanza using

the given Rhyme Scheme.

Are the instructions clear?

“Yes, Sir!”
Here are your Rhyme
Schemes to follow.
 1. Coupled Rhyme
Scheme
2. Monorhyme Rhyme
Scheme
3. Enclosed Rhyme
Scheme.

You may now begin.

(Students will proceed

(After 10 minutes) with the activity)

Time is up, pass your

papers forward.

(Students will pass their

papers)
Alright, that would be all
for today.

Goodbye, class.

Goodbye and thank you,

Sir!
H. EVALUATION

In a one whole sheet of

paper, answer the
following questions
correctly.

I. Identify what is
being asked.

1. The repetition of
the final sound
or sounds of a
word.
2. A two- line
stanza that
rhymes following
a similar dual
rhyming scheme.
3. the pattern of
sounds that
repeats at the
end of a line or
 stanza.
4. It helps make a
poem musical.
5. The first- and
third-lines rhyme
at the end, and
the second- and
fourth-lines
rhyme at the
end.

6. All the lines in a

stanza or entire
poem end with
the same rhyme.

7. Typically have
three, 8-line
stanza.

8. The first and

fourth lines and
the second- and
third-lines rhyme
with each other.

9. This rhyme
scheme is used
for poems with
four-line stanzas.

10. The last line

of each stanza is
the same, which
is called a
refrain.

II. Read the following

stanzas. Identify the
Rhyme Scheme used in
each of the given stanzas.
Provide the Rhyme
pattern (e.g. ABBA)

1. None will step up,

own up to their
advice;
We pay the price for
the choices we
 maken.
Like plumage of
Birds of God are
mistaken,
For wealth, it’s a roll
of the loaded dice.

2. I wander thro’ each

charter’d street,
Near where the
charter’d Thames
does flow.
And mark in every
face I meet
Marks of weakness,
marks of woe.

3. For thogh I wepe of

teres ful a tyne,
Yet may that wo
myn herte
nat confounde;
Your semy voys that
ye so smal
out twyne
Maketh my thoght
in joy and
blis habounde.
So curtaysly I go
with love bounde
That to myself I sey
in my penaunce,
"Suffyseth me to
love
you, Rosemounde,
Thogh ye to me
ne do
no daliaunce."

4. All that glisters is

not gold,
Often you have
heard that told;
Many a man his life
hath sold
But my outside to
behold:
Gilded tombs do
worms infold.
 Had you been as
wise as bold,
Young in limbs, in
judgment old,
Your answer had not
been inscroll'd:
Fare you well, your
suit is cold.

5. Lightning, thunder,
all around
Soon the rain falls
on the ground
I tire of writing
poems and rhyme
I think I need
vacation time
Jack be nimble, Jack
be quick
Jack jump over the
candlestick

Prepared by: CHARLES DENDRCIK C. AGASA

Pre-Service Teacher

Checked by: ROSELYN A. PACIS

Master Teacher II
Cooperating Teacher

Noted by: RITA P. PALACPAC

HTVI, English Department