Limerick
Puzzles
1. Descriptive Data
Teacher ___Dustin
Dearman____ Subject Area
_English-Language Arts_____
Date _2-8-13____
Grade Level
_7___ Unit Title __Poetry_____
2. Plan the Lesson:
Learning Purpose:
Standards
(list local, state, or national
standards which will be met upon completion of this lesson):
Arkansas
Frameworks
W.5.7.4
Write poems using a variety of
techniques/devices, with emphasis on lyric poetry
W.6.7.7
Spell words correctly in all
writing
W.7.7.1
Use figurative language
purposefully, such as personification and hyperbole, to shape and control
language to affect readers
R.10.7.8
Read a variety of poetry, with
emphasis on lyric poetry
R.10.7.9
Identify the use of poetic
devices, including comparison, alliteration, repetition, onomatopoeia,
and rhyme
R.10.7.10
Examine the effect of imagery
on the mood or meaning of the poem
Common Core
Reading-Literature Standard
CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
a.
CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in
a text, including figurative and connotative meanings; analyze the impact of
rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse
or stanza of a poem or section of a story or drama.
CCSS.ELA-Literacy.RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g.,
soliloquy, sonnet) contributes to its meaning
Goal(s): To allow
students to experiment with, investigate and enjoy limerick poems. For students
to further their appreciation of poetry and the figurative devices used so the
student my incorporate them in their personal writing.
Lesson Objective(s): Students
will investigate the structure, rhyme-scheme, rhythm and purpose of limerick
poems with Limerick Puzzles. Students will publish a 1-to-4 stanza original
limerick. Students will be able to identify the structure of a limerick through
using annotations. Students will identify puns in a limerick poem and discuss
their literary impact.
Essential Questions:
What makes limericks
unique from other forms of poetry?
Related
Subject Connections:
Writing/Research/Scientific
reasoning/Arts
Modifications
for special needs and gifted (Gifted Students: Mastery points will be awarded
to students who add figurative and poetic sound effects to their poems –
alliteration, onomatopoeia, assonance, irony, similes, metaphors, etc. – as
well as adding one or more stanzas to the basic limerick. Vision disorders: the
type on the limerick puzzles are 22 font and easy to read.)
Assessment of Student Learning: Rough draft limerick with annotations, Class
and group discussions, note-taking
Materials and Equipment needed: Limerick
Puzzles, notebook, pencil/pen, prezi, colored pencils?
3. Implement the Lesson:
Grouping for lesson: _x_ whole group _x_
small group _x_ individual
(__15_ minutes) Set (List specific statements or
activities you will use to focus students on the lesson for the day.)
-
Students will solve their Limerick puzzle
-
Students will read aloud their limerick to their
group of five
-
Students will compare the structure,
rhyme-scheme, rhythm of their poems and contrast them with prior knowledge of
other forms of poetry.
(_10_ minutes) Making the Content Comprehensible (C2 ): (Teacher behavior - explain each step)
Students will take
notes on a short prezi presentation highlighting what distinguishes a limerick
poem from other forms of poetry, the history of limericks, puns and wordplay,
rhythm, rhyme-scheme.
(_20__ minutes) Guided/Class Activity (Student learning activities done without
help - explain each step)
n
Students will be asked to write a rough draft of
an original limerick, annotating rhythm, rhyme-scheme, figurative language and
poetic devices
n
Students will then publish their limerick in pen
with illustrations, a title and author line for display.
4.
Conclude and
Extend the Lesson: (NMSA Standards 1, 2, 3, 4, and 5)
(_5_ minutes) Closure: Green,
Caution, Stop Slips: Students will select a colored strip (Green= what I
understood well/ learned today, Yellow=What I still have questions about, only
partially understand or Red=what I don’t understand at all, what stopped my
learning.)
Student Groups and Rubric
Students will be divided into groups of five based on
current seating assignments.
Student Name:__________________________________ Period:________________
|
|
Mastery: 5
|
Advanced: 4
|
Proficient: 3
|
Basic: 2
|
Poor: 1-0
|
|
Limerick Poem
|
n Completed final draft with illustration
n Limerick with at least 4 stanzas
n Rhyme-scheme and syllables correctly used & annotated
n At least 4 different figurative/ poetic devices used
and annotated
n Poem tells complex story
|
n Completed final draft with illustration
n Limerick with at least 2 stanzas
n Rhyme-scheme and syllables correctly used & annotated
n At least 3 figurative/ poetic devices used &
annotated
n Poem tells complex story
|
n Completed final draft
n Poem in standard limerick format
n Rhyme-scheme correctly used & annotated
n At least 2 figurative/ poetic devices used & annotated
n Poem follows basic storyline
|
n Completed rough draft
n Poem partially written in limerick format
n Rhyme-Scheme was incorrectly annotated
n At least 1 figurative/ poetic device used &
annotated
|
n Poem not written in limerick format
n No effort-not complete
|
_________ Final Assessment
TEACHER COMMENTS: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
HOW TO WRITE A LIMERICK
This is a nice limerick pattern to
follow:
Line 1: Tell who the person is and where
he or she is from
Line 2: Describe the person or tell
something interesting about him or her
Line 3 & 4: Give more interesting
detail about what was mentioned in line two
Line 5: Based on the first four lines,
finish off the limerick with a surprising and/or funny ending
Rhyme Scheme: AABBA.
Works Cited
http://www.smithsonianmag.com/people-places/limerick.html
http://www.poets.org/viewmedia.php/prmMID/5783
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