Going on a Trip

Goal: To practice creating rhymes in a song.

Going on a Trip
  • Game

Going on a Trip

Contributed by Laura Borgwardt


 To practice creating rhymes in a song.


  • We’re going on a trip and we need to pack lots of things…BUT all of the things we pack need to RHYME
  • Explain what a rhyme is — give examples
  • Introduce the speech: “I’m goin’ on a trip and I’m gonna bring my _[base word]_ and I’m gonna bring my ____” 
  • Students fill in the blank with something that rhymes with the base word
  • Each time it gets longer: ie I’m goin’ on a trip and I’m gonna bring my cat, and I’m gonna bring a hat, and I’m gonna bring my chitchat, and I’m gonna bring my ____
  • Start over with a new base word once the ensemble runs out of ideas of rhyming words
  • Reflection

    • What does “rhyme” mean again?
    • When do you hear words that rhyme?
    • Why do we use rhyming words?

Transition into Activity

Dramatically drag in a suitcase (real or imaginary) and explain to the class that you’re going on a trip and they are invited. OH NO!! You forgot to pack! You’re going to need their help to pack all the items we need for the class trip!

Transition out of Activity

Oh no! It’s time to go. Got to run fast, not slow. Ouch! I stubbed my toe. I better take a boat and row (and leave some of the later rhyming words blank for students to fill in). Or something silly like that — you could pretend one of your imaginary objects got loose you have to find it and pack it into your teaching artist bag so it won’t get out again…etc etc!

Classroom Arrangement

Level 1: Seated chair circle
Level Up: Seated on the floor/carpet

Supports/Adaptive Materials/Tools

  • If someone is stuck, source ideas from the group — get two ideas and then have the student pick from those choices
  • Provide visual choices
    • Rhyming words with pictures — laminated with Velcro on the back
    • Include words that do NOT rhyme so that students have to determine which is the rhyme
  • Have a laminated picture of a suitcase OR bring in a real suitcase
  • Use an instrument to support the melody: Ukulele, guitar, keyboard
  • Option for Multilingual Learners: Try finding rhyming words in another language.
  • For students who need to write things down first, TA can provide time at the beginning for students to write down their ideas/their songs and then share them with the group (or in small groups).

Role of the Teachers and Paraprofessionals

  • Model participation
  • Lead conversation on rhymes — connect to previous lessons in class

Remote Adaptation

This can be done during a virtual class, where students take turns, come off mute and share their new word; or students are broken into smaller groups so that the song can keep its rhythm at a faster pace.

Art forms



10 mins