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LIMERICK LESSON PLAN OBJECTIVES: -to identify rhyming pattern in limericks -to determine the number of syllables in each line of a limerick -to write one stanza of a limerick GRADE LEVEL: 4TH - 8TH PROCEDURE: 1. Make copies of the poems (below) from the book,The Endless String, by Tom and Tess Hannah, and distribute them to the students. Explain to the students that you will be discussing a kind of poem called a limerick. Display the poems where you can edit them. (white board, overhead projector, etc.) 2. Read aloud the first poem, "GREAT MILEAGE", and ask the students: - How many lines are in this limerick? (5) - What are the rhyming words at the end of each line? (Zenobia, globia, phobia / everywhere, pair) - Which lines rhyme with each other? (1,2, & 5 / 3 & 4) 3. Explain that limericks always have 5 lines in each stanza, and that capital letters are used to identify the pattern of rhyming words. The first line is labeled with a capital "A" and every line that ends with a word that rhymes with it will also be labeled with an "A". The next line that ends with a word that doesn't rhyme with the first line will be labeled with "B" and so on. Together with the class determine the rhyming pattern for the limerick. (AABBA). Label each line on the displayed poem with an A or B, (to the left of the poem) and have students do the same on their copies of the poems. 4. Explain that rhyming poems usually have a rhythm that can be heard when the poem is read. As you reread "GREAT MILEAGE" aloud, ask the students to notice which lines are longer than others. (1,2,5) Have students count the number of syllables in each of these lines. (10) Ask students to count the number of syllables in lines 3 and 4. (5, 6) Explain that in a limerick, the longer lines, or "A" lines,usually have 8 - 10 syllables and the shorter lines, or "B" lines, usually have 4 -7 syllables, which creates the rhythm that is common in this kind of poem. 5. Display and read aloud the limerick, "AMAZING PACE", and ask the students: - What is the rhyming pattern? (AABBA) (label on the left) - How many syllables are in each of the "A" lines? (8,8,9) (label on right) - How many syllables are in each of the "B" lines? (6,7) (label on right) 6. Explain to the students that writing a limerick is similar to telling a very short story or joke. It is helpful to use the following guidelines: Line 1 - Introduce the subject of the limerick. Line 2 - Tell what the subject does (or did). Lines 3 & 4 - Explain what the problem is (or was). Lines 5 - Give the punch line of the story. 7. Looking at the first two poems again, ask the students to explain what the subjects, the problems, and the punch lines of each are. ASSESSMENT: (RHYMING PATTERN, NUMBER OF SYLLABLES IN EACH LINE) Read aloud the final limerick, "No Smoking Section", and ask the students to label each line to identify the rhyming pattern (on the lines to the left of each line), to write the number of syllables in each line (on the lines to the right), and to explain what the subject, action, problem, and punch line are in the spaces provided. ASSESSMENT: (WRITING ONE STANZA OF A LIMERICK) Together as a class, write a practice limerick on the board, making sure that the poem has the correct rhyming pattern and number of syllables, and that it follows the guidelines for content. Edit together. Have each student write a rough draft of a limerick. Depending on your students' ability levels, you may choose to guide individuals in the editing process or allow them to work independently. (Remind them to refer to the sample limericks to make sure that their poems have been constructed properly.) After students edit, instruct them to write a final draft of their limericks, and for added color, illustrate them. MAKE A COPY OF THE FOLLOWING FOR EACH STUDENT: name _______________________________________ GREAT MILEAGE There once was a zebra from Zenobia who traveled all over the globia; she walked everywhere, using shoes by the pair, 'cause flying was her greatest phobia. AMAZING PACE There once was a man from Bombay who finished a novel a day. But his schedule was off when he developed a cough, so he switched to short stories they say. NO SMOKING SECTION ____ I once met a knight from a castle____ ____ who thought dragons were not worth the hassle. ____ ____ "They blow smoke in your face, ____ ____ start fires everyplace, ____ ____ then jump you and say, "Let's go wrassle!" ____ What is the subject of this poem? _______________________________________________ What did the subject do? _____________________________________________________ What was the problem?_______________________________________________________ ________________________________________________________________________ What is the punch line?_______________________________________________________ |