Do your students struggle with analyzing rhyme in poetry? How many more times must we teachers hear “it helps to make the poem flow” or the cringe-worthy “it creates a sing-song effect”? Or maybe they avoid rhyme completely because they don’t know what to say if they can’t use the words “flow” or “sing-song.”

I have a solution that will offer remarkable improvement in your students’ ability to effectively analyze rhyme. It’s an equation, actually. Just tell them to think: 1 + 1 = 3. Continue reading →