1. Download the files suggested in the MED section and make copies for students.

2. In this session, students are going to explore a couple of poems to identify verses, stanzas, and rhyming words.

3. To prepare students for the activity, ask them to give you rhyming words in Spanish. It is important that students know the concept by recognizing it in their native language first. Let them play with groups of different sound and then, change the scenario into English.

4. Write on the board these words that do not rhyme,  BAD-BED, TEN-TIN, LEG-LOG. Read them aloud, point at the vowel, and ask the class to repeat.

5. Distribute the story and ask students what they know about squirrels.

6. Tell them they are going to read a story about squirrels. Ask students to count the pictures (5), then say again the story is “Five Little Squirrels.”

7. Read the story for the students and help with vocabulary as needed.

8. Ask students to read the poem and circle the rhyming words.

9. Ask students to read the rhyming words aloud and listen carefully so they can identify the sounds.

10. Ask students to read the story by rows and talk about it, how many squirrels are there?  Where did they go?

11. Draw the picture of a kite on the board, preferably using different colors, and write the words ‘KITE’. Spell it out and repeat KITE.

12. Ask students to describe the kite and ask them if they have one or have ever flown one.

13. Distribute the poem and ask students what the poem is about ( a kite) but elicit more information by using the picture of the children.

14. Read the poem and count the verses and stanzas.

15. Ask students to circle the rhyming words in the poem.

16. Ask students to read the poem aloud by taking turns and help with pronunciation.

1. Have the beam projector ready to show students the first poem in a video. Download the file suggested in the MED and make copies for students.

2. In this session, students are going to work with a couple of poems to explore and work with rhyming words.

3.  Review the concepts for 'verses' and 'stanzas' and give them an example from their textbook.

4. Say the title aloud and ask students what they think the poem is about.

5. These are the verses of the story/poem. Decide if you want to write them on the board or make copies for students.

My parents sent me to the store

To buy a loaf of bread.

I came home with a puppy

And a parakeet instead.

I came home with a guinea pig,

A hámster and a cat,

A turtle and a lizard

And a friendly Little rat.

I also had a monkey

And a mongoose and a mouse.

Those animals went crazy

When I brought them in the house.

They barked and yelped and hissed

And chased my family out the door.

My parents nevet let me

Do the shopping anymore.

6. Play the video and let students look at the story and follow it.

7. Ask students questions about the poem/ story,

• What store did the parents’ boy send him to?
• Where did he go instead?
• What animals did he bring to the house?
• What did the animals do in the house?

8. Ask students to find the rhyming words and make a list in their notebooks.

9. Play the poem again and ask the students to join in singing.

10. Ask students what their favorite food is and how much they could it of it.

11. Distribute the poem and ask students to read the title.

12. Talk about what the poem is about.

13. Read the poem for students/ or ask students to read it (depending on how confident they are in Reading in English).

14. Ask students to count the verses and stanzas and find the rhyming words.

15. Ask students, what did the girl eat?

16. Ask students to work in groups of 4 and read a verse each.

17. For homework, ask students to memorize the poem for next class.

1. Download the files suggested in the MED section and make copies for students.

2. In this session, students will continue practicing rhyming words since they are central to the practice of reading poems.

3. Write some words on the board and ask students to give you a rhyming word,

hat  / ten /  eight / eat / light 

4. Read the pairs aloud and chose some volunteers to read the pairs at random. 

5. Distribute the worksheet and read the 15 words at the bottom of the page.

4. Help with vocabulary as needed but remember that the objective of the activity is rhyming.

5. Read the words again and ask students to find rhyming words. It is possible that the activity will take them longer than expected but this is a good opportunity to help students explore sounds on their own. You may want to read the words one more time and do a couple of words with them to model what they need to do. Do not forget that it is important that students read the words aloud so they can hear themselves and you can help correct pronunciation. Here you have the answers,

1. Tomorrow / Sorrow
2. Death / Breath
3. Back / Track
4. Desire / Fire
5. Alive / Survive
6. Understand / Hand
7. Glory / Story
8. Dance / Chance
9. Honey / Money
10. Mind / Behind
11. Wrong / Strong
12. Strange / Change
13. Reason / Season
14. Tight / Night
15. Ground / Found

6. Ask students to search the words to complete the activity.

7. Ask students to check their answers with other classmates.

8. Distribute the worksheet and tell students each picture is a rhyme (2 words).

9. Do #1 as an example to model the activity, “FAT CAT” and wait for reactions.

10. Practice identifying the words in the boxes first, then, ask students to find the other rhyming word.

11. Ask students to compare their answers with other classmates.

12. Read the answers to the class.

1. Fat cat
2. Right light
3. Owl Towel
4. Plug bug
5. Fish dish
6. Small ball

7. Brain plane
8. Ax tracks
9. Dark shark
10. Tie fly
11. Barn yarn
12. Shakespeare ear

13. Practice the words by choosing at random some and have students give you the rhyming one. 

14 If time allows, make some silly sentences to play with the words.