The Rhyming Tree
Primary Market
Education, Primary Ed
Character Focus
Cooperation, Teamwork
Items Needed
2 or more Toobeez sets, pencils, overhead of Robert Frost’s poem “Stopping by Woods on a Snowy Evening”, 5-6 sample copies (1/group) of a rhyming quatrain, chart paper (optional)
The Activity Time
30 - 40 minutes


  • To be introduced to different rhyme scheme patterns
  • To analyze and label poetry for varying rhyme schemes
  • Discuss and reflect on the experience
Character Focus
The Challenge

Students will use Toobeez to grow a “rhyming tree” and label the rhyme scheme of a poem.


Time: 1 minute


  • 2 or more Toobeez sets
  • pencils
  • overhead of Robert Frost’s poem “Stopping by Woods on a Snowy Evening”
  • 5-6 sample copies (1/group) of a rhyming quatrain
  • chart paper (optional)


  • Assemble four “tree trunks” of Toobeez with the number of balls equal to the lines of poetry (refer to photos).
  • Have the remaining Toobeez available and ready to use to make the branches.
Activity Plan

Time: 30 – 40 minutes

Space: Medium

Instruction: Whole class and small groups

Helpful Hints

  • Be sure to review these tips prior to beginning the activity, and if necessary, share reminders with the group during the activity.
  • Select short poems (try not to go much longer than six lines) with varying rhyme schemes. If your poems are four lines, two Toobeez sets will provide enough Toobeez balls for four supported tree trunks
  • Tree trunks can be made without a base if Toobeez are limited
  • Use short tubes between connecting spheres when making a “tree trunk” for a longer poem
  • Tree trunks are a little shaky, so have students should work in pairs or small groups so someone can support the poetry tree

Activity Instructions

1. Circle up the group.

Discuss if and why students like rhyme in poems. Ask students, “What role does rhyme play in a poem?” and “How does rhyming add/contribute to a poem?”

2. Review the term “rhyme scheme” with the group before continuing.

*The rhyme scheme of a poem is the pattern of end-line rhyme. The pattern is labeled using small letters alphabetically each time a new end line rhyme is introduced.


3. Read aloud the following Activity Challenge Box to the group.

Challenge: Students will use Toobeez to grow a “rhyming tree” and label the rhyme scheme of a poem.

4. Display an overhead transparency or poster of Robert Frost’s poem “Stopping by Woods on a Snowy Evening.”

5. Lead the class in labeling the rhyme scheme of the poem (aaba bbcb ccdc dddd).

6. The four Toobeez tree trunks each represent one stanza in this poem.

7. Assign a tube color to each rhyme sound found in the rhyme scheme.
For example, red tubes can symbolize “a” end-line rhyme and blue tubes can symbolize “b” end-line rhyme. Attach the appropriate colored Toobeez “branch” to the tree trunk to label each line in the poem.

8. A Toobeez branch will now be added for each line of poetry to represent the rhyme scheme. Have a few volunteers attach the appropriate colored tubes to each Toobeez ball on the tree trunk to symbolize the rhyme pattern of the sample poem.

9. Break students into three or four smaller groups, and provide each group with Toobeez balls, tubes and a tree trunk. Hand out samples of the quatrain poems to each group and have them “grow” their own rhyming trees for their poem using the Toobeez colored tubes. A quatrain is a four-line rhyming poem.

10. When a group is finished with one poem, have them switch poems with another group. Repeat this step as time permits.

11. Circle up the group again. Share the different patterns each group found within the poems.

12. After the activity, move to the “Activity Discussion and Processing”

The Rhyming Tree
The Rhyming Tree1

Each Toobeez ball in the tree trunk represents one line of poetry. Have students attach one colored Toobeez for each end line rhyme sound.


  • Students worked cooperatively in small groups
  • Students adjusted Toobeez tubes to represent accurate rhyme scheme of various poems
  • Teacher observed good student participation

Activity Discussion and Processing

To close the lesson, end with a group discussion about what was learned during the activity. Circle up the group, and work through the following questions. If possible, record the group’s responses on flip chart paper so all comments are displayed.

  • What role does rhyme scheme play in traditional forms of poetry?
  • How do you think poets choose a rhyme scheme for a poem?
  • What do you think is difficult about writing a poem with a set rhyme scheme?
  • How did using the Toobeez help you to see the rhyme scheme of each poem?
  • How do you feel you communicated during this activity?
  • Why is it important to work as a team when working in small groups?

Here are available Training Options!

Activity Variations

1. Follow-up/W riting rhyming poems.

Using knowledge from this lesson, have one student volunteer to create a Toobeez tree trunk with a particular rhyme scheme and a certain number of lines. Sometime throughout the day, have students write a poem following the designated number of lines and rhyme scheme on the rhyming tree

Author of the Toobeez Language Arts Activity Workbook and Independent Writing Consultant. Anderson Editorial Services is a company dedicated to providing writing services for creative, informational and educational writing. Whether developing, editing, formatting or proofreading, Anderson Editorial is committed to producing the highest quality of writing.
All Activities of Victoria Anderson, M.Ed.

Add a Comments

This site uses Akismet to reduce spam. Learn how your comment data is processed.