Zoila M. Brown
For the next series of poetry lessons, I will concentrate on rhymes and rhythm. These help sustain the pulse and life of poetry. William Packard defines rhyme as "any sense of resonance among vowels or words that seems to echo previous sounds and set up a patterning of aural effects." (
The Poet's Dictionary
, page157.) Rhyme creates a pattern of sounds that enchants the ear and stimulates the mind in such a way that it could function as a memory device. Since my main focus is on integrating content, poetry that contains lines that rhyme may help students retain concepts relating to the themes they are studying. Fifth graders are able to identify rhyming words, although they may not be aware that there are different types and patterns of rhymes. I will therefore familiarize students with some of the various types of rhymes and rhyming patterns (without making them feel as if they are taking an advanced course in poetry). They are already familiar with
end
rhymes and
perfect
rhymes- in which the rhyming words have the exact same sound. What may be new is the term 'perfect rhyme'. I will briefly discuss
masculine
and
feminine
rhymes as we read poems. The accent of masculine rhyme is the last syllable, while that of feminine rhyme is the next-to-last syllable. Students may also benefit from observing '
eye
rhyme'. This may help students develop their own eyesight for words in English which do not sound alike but look alike with the exception of one letter. For example, the words rough, cough, and bough, with the exception of the first letter sound, look like they should end with the same sound, but that's not the case. Rhyme schemes, or patterns in which rhymes appear, will also be discussed. I will provide students various poems and have students inspect them to identify rhymes and their patterns. Janeczko suggests starting with couplets or short stanzas, then gradually moving to the longer and more sophisticated to reinforce variations. I will reinforce end rhymes and rhyme schemes as I encourage students to use these patterns when they compose their own poems.
Although not every poem rhymes, it is important to point out that every poem has rhythm. Teaching rhyme leads to a discussion of rhythm. "Rhythm is the underlying
pattern of stresses and accents. It's the pulse of music that allows you to "keep time". Rhythm is musical and helps create pleasure in poetry. "(
How to Write a Poem
, page 96) The kinesthetic approach to teaching would be very effective here. Children like to
move. After students listen to a poem, have them tap to the rhythm they hear or feel. More dramatically, they could identify or create a dance for that poem. Provide poems in which the rhythms vary. The poem,
Jimmy Jet and His TV Set
by Shel Silverstein, is a good example of regular rhythm and rhyme pattern. It also includes the end rhyme with which students are familiar. Langston Hughes' April Rain Song presents rhythm that is repetitive. When students compose their own poems, they should also listen for the music in their poems. Meter relates to rhythm, but I think teaching about meter is more appropriate for the upper grades, especially in the high school. However, teachers may modify this unit to focus on aspects of form that are of significance to their students and their particular learning environments.