Learning Objectives
To
be able to count syllables.
To
be able to identify rhyming
couplets.
To
write a spell.
Success Criteria
I
must be able to count the number
of syllables in a line of poetry.
 I should be a be able to identify
rhyming couplets.
 I could write a spell which has 7 or 8
syllables on each line.
The Big Questions
 What
 What
is a syllable?
is a rhyming couplet and how
can we recognise them?
Starter
Write the word Macbeth into your books.
 Put your hand up if you know how many
syllables there are in the word Macbeth.
 Your teacher will now point out the
syllables and mark where the word can be
broken down into syllables.
 Now work out how many syllables there
are in your name. Tip: some people find it
easier to clap out the syllables.

Task One
Your teacher will now give you a copy of a
witches’ spell from the play ‘Macbeth’. This
spell has been written with a set amount
of syllables in each line.
 Your task is to work out how many
syllables there are to each line. You will
need to mark out the break between each
syllable i.e. Mac / beth.
Task One Continued
The spell you have been looking at uses
rhyming couplets.
Each word at the end of a pair of lines
rhyme.
Example:
Fillet of a fenny snake,
In the cauldron boil and bake

Your task now is to identify the rhyming
couplets, underline each pair.
Task Two
As you have just seen William Shakespeare
uses a set amount of syllables and
rhyming couplets when writing this spell
for the witches.
 Your task is to write a spell that is four
lines long.
 Each line has to have 7 or 8 syllables.
 Each pair of lines has to end with a
rhyming couplet.
Plenary
 In
pairs check each others spells:
1. count the syllables
2. make sure it contains rhyming
couplets.
 Your teacher will now ask for
volunteers to read out their spells.