Liberia - Grade 5 - English

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Subject: English

Semester: 2

Period: 5

Week: 27

School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 5
Date: Week 27
Lesson Duration: 45 minutes
Week & Period: Week 27, Period 5
Topic: Rhyming Words
Sub-topic: Identifying and Creating Rhymes
Learning Objectives
By the end of the lesson, students should be able to identify rhyming words and create rhymes in poems and sentences.

Previous Knowledge
Students already know basic reading comprehension and vocabulary.

Instructional Materials
Poems, storybooks, markers, chart paper

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Recite a simple rhyming poem or nursery rhyme. Ask learners to identify the rhyming words.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

📚 1. Teacher Explanation & Modeling (6–8 minutes)

Begin by introducing rhyming words as an important feature in poetry and songs that helps make language more musical, rhythmic, and easier to remember.

✅ Definition of Rhyming Words:

Rhyming words are words that end with the same sound, even if they are spelled differently.

🔤 Not about spelling – it's about sound.

📌 Examples:

fall – wall
brown – town
bake – cake
light – kite
see – bee
you – blue

👂 How to Identify Rhyming Words:

Listen to the ending sound of each word.
Say the words out loud. If they sound the same at the end, they rhyme.
Rhymes often come at the end of lines in poems or songs.

🎤 Teacher Demonstration: Rhymes in Action

Read a simple poem or stanza aloud. Underline or highlight rhyming words.

🖍 Sample Poem:

I saw a cat wearing a hat,
He sat on a mat, just like that!

Ask:

“What words rhyme?” (cat, hat, mat, that)
“Do they all have the same spelling?” (No — ‘that’ and ‘mat’ sound the same but are spelled differently.)

📌 Point out that rhymes can be fun, silly, or serious – and they help add flow and memory to writing.

👥 2. Learners’ Activities (Expanded and Detailed) (12–15 minutes)

📘 Activity 1: Rhyme Hunt – Identifying Rhymes in Poems (6–7 minutes)

Distribute or display a short, rhyming poem (3–4 stanzas) or nursery rhyme.
- Choose something age-appropriate and engaging (e.g., "Twinkle, Twinkle Little Star" or an original classroom poem).
In small groups, learners:
- Read the poem aloud together
- Underline or highlight rhyming words at the end of lines
- Write down at least three rhyming pairs they find

🗣 Encourage them to discuss:

How the rhymes help the poem flow
Which rhymes they like best and why

✅ Use a rhyme chart for learners to record:

Rhyming Pair	Sound
star – are	/ar/
sky – high	/ai/

✍️ Activity 2: Rhyme Creation – Brainstorm and Write (6–8 minutes)

Each group brainstorms rhyming pairs. They can:
- Use their own words
- Use classroom objects, animals, food, nature, etc.
Then, they compose a short rhyming poem (4 lines minimum), following an AABB or ABAB rhyme scheme.

📌 AABB Example:

The dog ran fast along the street,
He danced and tapped his happy feet.
He barked out loud, “Let’s have some fun,”
Then chased his tail beneath the sun.

📌 ABAB Example:

I walked alone into the night,
The wind was whispering to the trees,
The stars above were shining bright,
And I could feel the gentle breeze.

Learners practice reading their poem aloud, focusing on:
- Voice clarity
- Pausing at the end of lines
- Emphasizing the rhyming words
If time allows, invite a few groups to perform their poem to the class.

✅ 3. Assessment Checks (3–4 minutes)

📣 Oral Check:

Call on learners randomly to:

Share one new rhyming pair they created
Use it in a full original sentence

📌 Example:

Rhyming pair: tree – bee
Sentence: “A bee was buzzing near the tree.”

🧾 Teacher Observations:

Are learners correctly identifying rhyming sounds?
Can they explain why words rhyme?
Are their original poems using consistent rhyme schemes?
Is their group work collaborative and focused?

📝 4. Notes (Expanded & Detailed)

🌟 Why Teach Rhyming Words?

Builds phonological awareness and sound recognition
Strengthens listening and speaking skills
Helps learners become more confident in reading and writing poetry
Encourages creative expression
Makes language fun, memorable, and playful

🔧 Differentiation Strategies

For Struggling Learners:

Provide a list of rhyming words to choose from
Use picture prompts to support vocabulary
Allow them to use sentence frames:

“I see a ___ near the ___. (cat – mat)”

For Advanced Learners:

Challenge them to:

Use internal rhymes (within a line)
Write a poem using multiple rhyme schemes
Create a nonsense poem with creative or made-up rhymes

📌 Helpful Tips:

Encourage reading poems aloud to naturally hear rhymes
Emphasize that rhymes do not have to be perfect – close sounds can work in informal poetry
Use rhyming dictionaries or online tools for enrichment

🌟 Optional Extensions:

Rhyming Wall – Create a wall chart with rhyming pairs found or created by students.
Rhyming Bingo – Play a game where learners must find rhymes for random words.
Rhyme & Draw – Students draw pictures based on a rhyming pair they wrote (e.g., “cat-hat”).
Rhyme Battle – Friendly competition where pairs take turns saying rhyming words until someone runs out!

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Review rhyming patterns and examples. Learners share one original rhyme or short poem with the class.

Evaluation Method (Expanded):
Exit slip/quiz: Write two words that rhyme. Teacher collects and provides oral feedback.

Assignment (Expanded):
Create a 4-line rhyming poem using any topic of interest.

Follow-up Activity:
Prepare to recite their poem in next class with proper intonation and expression.

Differentiation / Inclusive Strategies
Group learners strategically to support weaker readers; allow learners to illustrate rhymes if helpful.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low