At the earliest stages of Bloom's levels, students should be focused on remembering material and understanding how it works. Have your students commit a poem to memory. Find longer poems for older students and short rhyming verses for younger students. Let students practice them until they are ready for recitation. Students should also be able to understand why their verse or poem rhymes. Have them identify which are the rhyming words in the poem and, in particular, which sounds rhyme with each other.
A mid-stage of Bloom's analysis levels involves applying prior knowledge to current tasks. For students of poetry, this means taking the principles of rhyme and putting them to use. Once students understand what rhyme is, have them find it in their everyday lives. Ask students to find two objects that rhyme and bring them into class. Students might bring a hair and a pear, for instance, or a pencil and a stencil. Have students present their objects to the class and say which sounds in the words rhyme.
Eventually, students need to be able to take different fields of applied knowledge and put them together. For learning poetry and rhyme, this can involve taking rhyming words and stringing them together to produce verse. Build on the rhyming objects activity by having students make a rhyming couplet using their two rhyming words. Have them read them out to the rest of the class. You can also ask students to try this for a few different pairs of rhyming objects that students have brought into class.
Evaluation -- the highest level of Bloom's analysis -- can refer to creation and adjudication. Have students write a poem in rhyme. Let them come up with their own rhyme scheme, or set one out that they must follow. Collect the poems and redistribute them so students have someone else's poem in front of them. Ask students to evaluate the poem's rhyme. They should look out for not only how well its rhyme works but whether the rhyme feels forced or if it occurs more organically.