A couplet is a two-line poem that rhymes.

Each line contains the same number of syllables.

I found a starfish in the bay

When I was fishing yesterday.

Starfish, starfish in the ocean

Moving along in slow motion.

Many arms and colors bright

Sea stars are a special sight.

Writing Couplets
• Even very young writers can be successful writing
couplets. Do not expect young students to be able to
maintain the same syllable count in each line.

• Pages 6–8 present three levels of couplet writing

lessons. Use the lesson that seems most appropriate
for your students.

• After completing the Level I lesson, you may want

students to copy and illustrate the poem.

• Page 11 presents samples of triplets and various forms

of quatrains that can be used with older students.

©1999 by Evan-Moor Corp. 5 Writing Poetry with Children • EMC 734

 Students are guided through all the steps to write a
couplet. Here is a sample lesson.

1. Select a topic of interest to your students. cat

Provide the first sentence. The complexity of I saw a black cat…

the sentence will depend on the level of or
student writing abilities. Quietly staring, the cat…

2. Brainstorm and create a list of words that hat fat sat

rhyme with the last word in the first sentence. pat mat vat
(Use a rhyming dictionary or thesaurus with
bat rat flat
students in grade three or higher.)

3. The class creates the second line of the I saw a black cat
couplet together. (Ignore syllable count with Asleep on the mat.
younger or less able students.)
I saw a black cat
That was very fat.

I saw a black cat

Chasing a rat.

Quietly staring, the cat

Was mesmerized by a bat.

Quietly staring, the cat

Settled down on her mat.

Quietly staring, the cat

Purred as I gave her a pat.

©1999by Evan-Moor Corp. 6 Writing Poetry with Children • EMC 734

Students are guided through steps one and two. They do step three independently.
Here is a sample lesson.

1. Select a topic. fox

2. Provide the first line. I heard of a fox…

or
A mysterious fox…

3. Brainstorm and create a list of words that rhyme box clocks

with the last word in the first sentence. rocks socks
walks blocks
hawks chicken pox
locks

4. Have your students copy the first line and create I heard of a fox
the second line independently. Who was in a box.

I heard of a fox
Who is afraid of rocks.

I heard of a fox
Who had chicken pox.

A mysterious fox
Took long, lonely walks.

A mysterious fox
Howls when he talks.

A mysterious fox
Jumped over tall rocks.

©1999 by Evan-Moor Corp. 7 Writing Poetry with Children • EMC 734

 Students at this level have had lots of guided practice and are ready to write
couplets independently.

• Reproduce the “How to” chart on page 9 on a transparency or post it where

students can refer to it while writing.

• Reproduce the step-by-step form on page 10 if students need assistance in the

writing process or use any of the topic forms on pages 52–71.

• Students at this level should be guided to revise and rewrite their poems. They
might work in pairs or small groups to refine the descriptive vocabulary and
adherence to the poetry form. Tell students what you like about their poems
(I think that adjective really paints a picture of your subject.), but don’t be afraid
to offer suggestions for improvement (Can you think of a two-syllable word to use
instead? Then your syllable count will be the same in both lines.).

Note:
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of syllables?
____ ____
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©199 by ____ ____
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9 by
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©1999by Evan-Moor Corp. 8 Writing Poetry with Children • EMC 734

 a Couplet
Think about your topic. Decide what
you want to tell about it in your poem.

Write your first sentence.

Make a list of words that rhyme with

the last word in your sentence.

Write your second sentence.

Does it rhyme with the first line?

Does it have the same number
of syllables?

©1999 by Evan-Moor Corp. 9 Writing Poetry with Children • EMC 734