One-on-one instruction: I identify students for one-on-one instruction based on various factors, such as their performance on practice activities, comprehension of the material, and any specific challenges they may be facing with rhyming techniques-especially if they are multilingual learners. Additionally, I may conduct informal assessments or observe their engagement during group activities to pinpoint areas where they might need extra guidance. This is especially true for students struggling with slant rhyme, which can be quite broad for some to understand. I also facilitate one-on-one instruction in a fun and engaging manner. I organize rap freestyle sessions with individual students (those who feel comfortable with it). These sessions allow them to apply their newly acquired rhyme skills in a safe and supportive environment where they can receive immediate feedback and encouragement. It can be a full-out freestyle rap or just bouncing individual words off each other.

Small group instruction: I create small groups based on a mix of abilities, considering students' varying proficiency levels with rhyming techniques and musical abilities. Mixing students with different skill levels encourages cooperation and allows for peer support, as more experienced learners can assist their peers. Each small group is assigned specific areas of focus based on their learning needs. For example, some groups may work on mastering perfect rhyme, while others might delve into the nuances of slant rhyme. This targeted approach allows for concentrated practice and ensures that every group works on relevant material.

Whole group instruction: At the beginning of the lesson, I conduct whole group instruction to introduce the fundamental concepts of perfect rhyme and slant rhyme. This includes defining each concept, explaining their differences, and providing clear and relevant examples (I’ve used lyrics from Nicki Minaj and Polo G, for example) to illustrate their use in rap lyrics. I engage the entire class in interactive discussions throughout the lesson to encourage active participation. I ask questions, encourage students to share their thoughts and facilitate conversations about different rhyme techniques and their applications in rap. During whole group instruction, students follow along with my guided notes. They’re often fill-in-the-blank notes; we’ll take them as a class sometimes. These notes help them organize key information, jot down important examples, and keep track of essential concepts covered in the lesson.

Don’t obsess over getting a perfect instructional video recording. My very first instructional video took 80 takes - I’m not kidding. And after talking to my MCP mentor about that, she made me promise myself to never do that again AND to be ok with making small mistakes here and there. You have to be ok with that. We’re human AND we’re teachers; we’re always finding ways to improve ourselves-it’s not going to be perfect all the time. Students also love the little errors! They see that you’re human too!