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Story Rhymes

In perfect lines and rhymes the story of Madeline, by Ludwig Bemelmans, tells the tale of twelve little girls through rain or shine in Paris. Use rhyming words to write and illustrate a story.

  • Grade 1
    Grade 2
  • 30 to 60 minutes
  • Directions

    1. Organize the class for a read aloud. Allow students to preview the book by showing them the cover. Ask students to identify the structure on the front of the book. Some will know that it is the Eiffel Tower in Paris. Using a classroom map, students locate the city where the story takes place. As you read the book, provide opportunities for students to identify other famous landmarks that are illustrated throughout the book. Have available additional photos of these places and explain what they are.
    2. As the book is read, see if students start to see that all the sentences rhyme and that most of the drawings are symmetrical. Make sure the definition of the words “rhyme” and “symmetrical” are understood.
    3. After reading the book, explain that they are going to make their own rhyming book and illustrate it just like Madeline. For inspiration, write a series of rhyming words on the board (at, cat, that, see, bee tree). This will help students formulate their story. Have them include at least four rhymes for their story.
    4. Before beginning illustrations, be certain to review the stories.
    5. Stack several pieces of Crayola Marker Pad 8x 10 paper together. Fold in half. With help, if needed, staple pages together. This will form a book that can be used for drawings and stories.
    6. Students write each part of their stories on separate pages and illustrate their stories with Crayola® Colored Pencils.
    7. Have students read their stories out loud when finished.
  • Standards

    LA: Demonstrate understanding of spoken words, syllable and sounds.

    LA: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

    LA: Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.

    LA: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from an array of strategies.

    LA: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings.

    LA: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

    SS: Describe ways in which language, stories, folktales, music or artistic creations serve as expression of culture and influence behavior of people living in a particular culture.

    SS: Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.

    VA: Students will initiate making works of art and design by experimenting, imagining and identifying content.

    VA: Students will investigate, plan and work through materials and ideas to make works of art and design.

  • Adaptations

    After discussing the drawings of the different landmarks illustrated in the book have a discussion about the class’s favorite landmark or place that they have visited. Compare and contrast their favorite places with those in the book. Have students draw and label their favorite places and display in a row in the class room creating a new town.

    Continue the discussion about the book with a few of these ideas to further their comprehension. In the book the phrase “broke their bread” was used. Ask if anyone knows what that means. Madeline was taken to the hospital to have her appendix out. In the book all the little girls wanted to go to the hospital just like Madeline. Why did they want to go? What was the name of the vehicle that took Madeline to the hospital?

    The twelve girls always traveled in 2 lines. What other combination of numbers could be used to make 12? To demonstrate the lines, have children line up in different combinations to illustrate the math problem.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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