Grade 2 · Lesson 35 — Rhyme in MCT's poems

U1 · Poetics + grammar maintenance · Rhyme (6 of 6) · blocked practice · 10–15 min · 18 slides · no Poodle book pages yet — Square One runs on remedial sheets
Anchor to leave them with: Rhyme is about sound.
ObjectiveStudents will rhyme in MCT's poems.
Smallest pieceI can find the rhyme in a poem from our book.
Spot test“Do the sounds match, and where?”
Why that test works—
Why — in your own words—
MaterialsMini-whiteboard + pen per student · Board or screen for the deck · Board space kept clear for the VIP — it stays up all lesson · Worksheet — Lesson 35 · Deck: G2_L035_… .pptx · If it breaks: Remedial sheet 24
Vocabulary — pre-pointedT3: rhyme = rhyme is words ending in the same sound
T2: identify = find and name
SlidePartOn screen / bookTeacher says Teacher does — point, click, clapStudents
1LaunchGrammar — Day 35(nothing yet — this is on screen as they come in and settle)Have Grammar — Day 35 up before they enter. Say nothing about it; it is doing its work by being there.See it on the way in. Know grammar is next.
2LaunchRhyme in MCT's poems“Assalamu alaykum.”Greet and settle.Return the greeting.
3LaunchToday — Launch highlighted“Our plan.”Point down the five steps.Look.
—Launch(no slide — retrieval)“Yesterday: rhyme in mct's poems. Quick — one together.”60 seconds, no longer. Same language as when it was taught, a NEW example.
Note: SPIRAL. If they cannot do this, that is today's real work — stop and reteach with the sheet named against the error.
Answer together.
—LaunchWhy — say it
ten seconds, off screen, in your own words		“We learn the kinds of words so we can say exactly what we mean.”Why this matters. Say it, do not read it. Ten seconds.
Note: Your words. A different reason every lesson, on purpose.
Listen.
4LaunchI can find the rhyme in a poem from our book.“I can find the rhyme in a poem from our book.”Say it slowly. This is the one idea of the day.
Note: CONFOUND CONTROLLED: Book text only. The securing lesson.
Listen.
5LaunchWhat we will do
· Yesterday: rhyme in mct's poems.
· I can find the rhyme in a poem from our book.
· The question we ask: “Do the sounds match, and where?”
· Then we find them together.		“I can find the rhyme in a poem from our book. The question we ask ourselves is: Do the sounds match, and where?”Click once per line. Land on the question — it is the tool they keep.Listen.
6Launchmountain / fountain
AnswerDo the sounds match, and where? → yes		“mountain / fountain. Do the sounds match, and where?”Ask it, answer it aloud together, then click.Answer together.
7I doToday — I do highlighted“Watch me do one — then I will leave it on the board.”Point to I do.Watch.
8I doI-do example
Watch me do one
the exact task, modelled — sentence · question · ring it · name it		“And notice the beats of the words.” … “Do the sounds match, and where?” … “notice the beats — rhyme.” “Your turn: same question, on your board.”One click per move: the sentence · the question · ring the word and name it · hand it over. Do it exactly the way you want them to do it — this is the task they are about to do on their boards, not a different, easier one.
Note: Model the DOING, not only the thinking. The ring is the same mark they will make; the wording is the same wording you want back.
Watch. Hands still.
—I do(board — build the VIP, then leave it up)(you are narrating each stage as you draw it — see the stages)Build on the BOARD, not the slide.
· Write And notice the beats of the words. (p.31)
· ① Write the question underneath: Do the sounds match, and where?
· ② Try it on notice the beats — “notice the beats” — it works
· ③ Ring notice the beats and name it: rhyme
Then leave it up for the whole lesson.
Note: Walk it one click per step — this is the slide the teacher talks through, not one to flash. Leave the BOARD copy up; the slide can move on once they start, because the same strip is printed at the top of their sheet. Come back to it if anyone stalls.
Watch it being built. It stays there to look at.
9We doToday — We do highlighted“Together. Boards out.”Boards out.Boards ready.
10We doEach beat has an unstressed syllable followed by a stressed syllable. (p.32)
Answerfind the rhyme		“Each beat has an unstressed syllable followed by a stressed syllable.” … “Do the sounds match, and where?”Wait. Boards up on signal. Scan before you reveal.Write the answer, boards up.
11We doTetra means four, and meter means measure. (p.33)
Answerfind the rhyme		“Tetra means four, and meter means measure.” … “Do the sounds match, and where?”Wait. Boards up on signal. Scan before you reveal.Write the answer, boards up.
12We doleaves / breeze
Answeryes — Do the sounds match, and where? works		“leaves / breeze” … “Do the sounds match, and where?”Wait. Boards up on signal. Scan before you reveal.Write the answer, boards up.
13We doThe lane was wet with rain.
Answerlane, rain		“The lane was wet with rain.” … “Do the sounds match, and where?”Wait. Boards up on signal. Scan before you reveal.Write the answer, boards up.
14You doExit directions
Before you start
· Sheet and pencil
· Ask the question on every item
· Find the rhyme in each one
· Do all of them, then look up
· Wait for “go”.
procedure — given standing still, before anyone moves
Worksheet — Lesson 35
“Before you move. Sheet and pencil. Ask the question on every item. Find the rhyme in each one. Do all of them, then look up. When I say go — and not before.”Exit Directions. Give ALL of it standing still, before anyone touches anything. Then release. Do not add instructions once they are working — that is what the VIP on the board is for.
Note: Given BEFORE the release, in one go. Adding a step mid-task is what produces the hands going up.
Listen with hands still. Then start.
15You doVIP slide
How we did it together
the worked example — one click per step
1. Write And notice the beats of the words. (p.31)
2. ① Write the question underneath: Do the sounds match, and where?
3. ② Try it on notice the beats — “notice the beats” — it works
4. ③ Ring notice the beats and name it: rhyme
Worksheet — Lesson 35
“On your own. The question is the same: Do the sounds match, and where?”Their sheet carries the same strip. Come back to this if anyone stalls.Work alone.
16ClosureToday — Closure highlighted“Boards up one more time.”Point to Closure.Boards ready.
17ClosureLet me try, the author wrote.
Answer— (check against the spot test, not the meaning)		“Last one. Do the sounds match, and where?”Boards up on signal. Scan. Click to reveal.
Note: Held-out item — the class has not met this one.
Answer. Hold up.
18ClosureRhyme is about sound.“Rhyme is about sound.”Collect boards.Repeat: “Rhyme is about sound.”

If it breaks — stop and repair

Do not move on. Reteach with the sheet named against the error, and let the float absorb it.

Secure looks like: Finds a rhyming pair in an MCT poem where the spelling does not match, and says why it counts.

Common errors

  • Judges by spelling instead of sound
    Spelling is visible; sound has to be produced.
    → “Say them both out loud. Do they END the same?” Remedial sheet 24
  • Calls two words that start alike a rhyme
    Alliteration is coming and children pre-empt it.
    → “Rhyme is the END of the word. Say just the ends.” Remedial sheet 24

Three tiers

CoreAs written.
Bridge2–3 word items only. Teacher does the first one with the student.
FoundationOne word at a time; student echoes, then one clap. No sentences yet.

Non-verbal cue

Rhyme: tap the ear, then tap twice
Question continuum: “How many claps?” (concrete) → “How do you know that was one word and not two?” (open)
As-Suffah Academy · Language Arts · Grade 2 · Lesson 35 Launch → I do → We do → You do → Closure