Activity Overview
In this activity, students will identify the structural components of the poem, including stanzas and lines. Students will also determine the rhyme scheme in each stanza by labeling the lines with the letters of the alphabet. Most importantly, students will analyze and describe the main idea of the stanza.
The example provided is for the first stanza.
- Lines: 4
- Rhyme Scheme: ABCB
- Meaning: The narrator watches as the bird splits a worm in two and eats it.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Identify the structural components of the poem including stanzas and lines.
- Click "Start Assignment".
- Complete the description boxes.
- Create images that depict each description box. Be sure to use appropriate scenes, characters, items, and dialogue.
- Save and Exit
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Elements | The three common elements of a poem are correctly identified. The explanations give context to the scene, and are accurate and appropriate. | Two elements of a poem are correctly identified. The explanations give some context to the scene, and are somewhat accurate and appropriate. | One or none of the elements of a poem are correctly identified. The explanations give little context to the scene, and are somewhat or are inaccurate or inappropriate. |
| Illustrations | The art chosen to depict the scenes are accurate to the work of literature. Time and care is taken to ensure that the scenes are neat, eye-catching, and creative. | The art chosen to depict the scenes should be accurate, but there may be some liberties taken that distract from the assignment. Scene constructions are neat, and meet basic expectations. | The art chosen to depict the scenes is inappropriate. Scene constructions are messy and may create some confusion, or may be too limited. |
| English Conventions | Ideas are organized. There are few or no grammatical, mechanical, or spelling errors. | Ideas are mostly organized. There are some grammatical, mechanical, or spelling errors. | Ideas may be disorganized or misplaced. Lack of control over grammar, mechanics, and spelling reflect a lack of proofreading. |
Activity Overview
In this activity, students will identify the structural components of the poem, including stanzas and lines. Students will also determine the rhyme scheme in each stanza by labeling the lines with the letters of the alphabet. Most importantly, students will analyze and describe the main idea of the stanza.
The example provided is for the first stanza.
- Lines: 4
- Rhyme Scheme: ABCB
- Meaning: The narrator watches as the bird splits a worm in two and eats it.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Identify the structural components of the poem including stanzas and lines.
- Click "Start Assignment".
- Complete the description boxes.
- Create images that depict each description box. Be sure to use appropriate scenes, characters, items, and dialogue.
- Save and Exit
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Elements | The three common elements of a poem are correctly identified. The explanations give context to the scene, and are accurate and appropriate. | Two elements of a poem are correctly identified. The explanations give some context to the scene, and are somewhat accurate and appropriate. | One or none of the elements of a poem are correctly identified. The explanations give little context to the scene, and are somewhat or are inaccurate or inappropriate. |
| Illustrations | The art chosen to depict the scenes are accurate to the work of literature. Time and care is taken to ensure that the scenes are neat, eye-catching, and creative. | The art chosen to depict the scenes should be accurate, but there may be some liberties taken that distract from the assignment. Scene constructions are neat, and meet basic expectations. | The art chosen to depict the scenes is inappropriate. Scene constructions are messy and may create some confusion, or may be too limited. |
| English Conventions | Ideas are organized. There are few or no grammatical, mechanical, or spelling errors. | Ideas are mostly organized. There are some grammatical, mechanical, or spelling errors. | Ideas may be disorganized or misplaced. Lack of control over grammar, mechanics, and spelling reflect a lack of proofreading. |
How Tos about Structural Elements of \"A Bird Came Down the Walk\"
Guide students to write their own stanza using a specific rhyme scheme
Encourage creativity by having students compose a four-line stanza that follows a chosen rhyme scheme, such as ABCB. This hands-on activity helps students apply their understanding of rhyme patterns and poem structure.
Model how to brainstorm ideas for the stanza topic
Ask students to think about a simple event in nature, like a bird or an animal doing something interesting. Jot down a few words or phrases as a class to help spark ideas and make the writing process easier.
Demonstrate how to plan the rhyme pattern before writing
Draw four lines on the board and label them with letters for your chosen rhyme scheme (for example, A B C B). Remind students to match the end words in the second and fourth lines to follow the pattern.
Support students in drafting and revising their stanza
Have students write their stanza, then review the rhyme scheme and meaning together. Encourage them to adjust their lines so the rhyme fits and the ideas make sense.
Invite students to share their stanzas and discuss the structure
Let students read their stanzas aloud and talk about which lines rhyme. Highlight how using a rhyme scheme helps create rhythm and unity, just like in Emily Dickinson's poem.
Frequently Asked Questions about Structural Elements of \"A Bird Came Down the Walk\"
What are the structural elements of 'A Bird Came Down the Walk'?
'A Bird Came Down the Walk' uses structural elements like stanzas (groups of lines) and a specific rhyme scheme (such as ABCB). Each stanza tells a part of the story, and the rhyme scheme creates rhythm and flow in the poem.
How do you identify the rhyme scheme in a poem?
To identify a poem's rhyme scheme, label the last word of each line with a letter. If two lines end with words that rhyme, give them the same letter. For example, lines ending with 'walk' and 'chalk' both get 'A'.
What is the main idea of the first stanza in 'A Bird Came Down the Walk'?
The main idea is that the narrator observes a bird splitting a worm in two and eating it, showing a close look at nature's actions.
How can students analyze and describe the meaning of each stanza?
Students can analyze each stanza by reading carefully, summarizing what happens, and discussing the feelings or images it creates. Writing a brief description helps clarify the stanza's main idea.
What activities help students learn about poem structure in elementary grades?
Activities like labeling stanzas and lines, identifying rhyme schemes, and creating drawings or scenes based on the poem help elementary students understand poem structure and meaning.
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