Scribd Logo
Upload

Welcome to Scribd!

  • 966 views

    Lesson Plan For Year 6 Limmericks

    Uploaded by

    api-295517937
    This three-part lesson plan teaches Year 6 students about writing limericks. In the first lesson, students learn about the structure of limericks including rhyme schemes and syllable patterns. They practice writing the first two lines of a limerick. The second lesson has students complete their own limericks and provide peer feedback. In the final lesson, students finalize and present their limericks to the class. Formative assessment includes student-written limericks and understanding of poetic structures. The goal is for students to gain skills in writing humorous poetry using specific forms.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Lesson Plan For Year 6 Limmericks

    Uploaded by

    api-295517937
    966 views8 pages
    This three-part lesson plan teaches Year 6 students about writing limericks. In the first lesson, students learn about the structure of limericks including rhyme schemes and syllable patterns. They practice writing the first two lines of a limerick. The second lesson has students complete their own limericks and provide peer feedback. In the final lesson, students finalize and present their limericks to the class. Formative assessment includes student-written limericks and understanding of poetic structures. The goal is for students to gain skills in writing humorous poetry using specific forms.

    Original Title

    lesson plan for year 6 limmericks

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This three-part lesson plan teaches Year 6 students about writing limericks. In the first lesson, students learn about the structure of limericks including rhyme schemes and syllable patterns. They practice writing the first two lines of a limerick. The second lesson has students complete their own limericks and provide peer feedback. In the final lesson, students finalize and present their limericks to the class. Formative assessment includes student-written limericks and understanding of poetic structures. The goal is for students to gain skills in writing humorous poetry using specific forms.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    966 views8 pages

    Lesson Plan For Year 6 Limmericks

    Uploaded by

    api-295517937
    This three-part lesson plan teaches Year 6 students about writing limericks. In the first lesson, students learn about the structure of limericks including rhyme schemes and syllable patterns. They practice writing the first two lines of a limerick. The second lesson has students complete their own limericks and provide peer feedback. In the final lesson, students finalize and present their limericks to the class. Formative assessment includes student-written limericks and understanding of poetic structures. The goal is for students to gain skills in writing humorous poetry using specific forms.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 8
    At a glance
    Powered by AI
    The key takeaways are that limericks have a strict rhyme and syllable structure of AABBA and that the lesson plans guide students through writing their own limericks.

    A limerick has five lines, with the first, second and fifth lines rhyming, and the third and fourth lines rhyming. The syllable pattern follows AABBA.

    The steps to writing a limerick outlined are to brainstorm words to describe a character, write the first two lines, then the next two rhyming lines, and finish with the last rhyming line. Peer feedback will also be provided.

    Lesson Plan for Year 6 Mindarie Primary School

    English Poetry Limericks 1


    By Sue Brooks s270618
    Charles Darwin University Pre Service Teacher
    Learning Area: English

    Year Level: 6

    Class Size: 30

    Timing: 20 minutes
    Topic: Limericks
    Curriculum Connections: Identify the relationship between words, sounds, imagery
    and language patterns in narratives and poetry such as ballads, limericks and free
    verse (ACELT1617)
    Make connections between students own experiences and those of characters
    and events represented in texts drawn from different historical, social and cultural
    contexts (ACELT1613)
    (Schools Curriculum and Standards Authority Government of Western Australia,
    2015)
    Intended
    learning
    outcomes

    The students will gain an understanding of the structure of a limerick. They


    will start by putting together the first two lines.

    Assessment

    At the conclusion of the learning journey:


    Students will write their own limerick.
    Students will be given the opportunity to present / read out their limerick to
    the class.
    Understanding of the structure of a limerick.
    Prepare a limerick to be used in the class

    Preparation

    (LMP outcome = The children will be able to write their own limerick with
    consideration to the syllable patterns and rhyme using synonyms.)

    Procedure

    Engagement:

    2.5 minutes

    Read a funny limerick to the class. Ask if they know what form of poetry it is?
    (Use pop sticks) Explain that we are starting a poetry topic that will look at
    different types of poems until the end of the term. Students will be learning to
    write their own limericks and cinquain poems.
    Learning experiences:
    Begin by explaining that limericks have a particular structure.

    5 minutes

    Limericks are humorous. Each limerick has five lines, The first, second and
    fifth lines rhyme and the third and fourth lines rhyme. Limericks also form a
    triplet with lines one, two and five, with each line having the same number of
    syllables. Lines three and four form a couplet where they also have the same
    number of syllables. There is a pattern to a limerick, a,a,b,b,a.

    5 minutes

    Have a sample limerick on the board. Ask the students to identify the rhyming
    words. Asks them to identify the syllable pattern.
    Limericks often begin with:
    There once was a ..

    5 minutes

    Now have a go at writing a couplet that rhymes and has the same number of
    syllables.
    Eg. There once was a friend named Dianne - 8
    She liked to use a hot pink fan - 8
    Reflection:

    2.5 minutes

    So what have we learnt about limericks.


    Next time we will write all 5 lines of a limerick.
    If interested students can see if they can find a funny limerick that they would
    like to present to the class.

    Classroom organization:
    Students will be at their desks.

    Dialogue:
    Syllable What is a syllable? How many syllables in the word
    hippopotamus?
    Rhyme What is a rhyme? Can you tell me two words that rhyme? Can you
    think of a word that rhymes with your name?
    Synonyms What is a synonym? What is a great tool that we can use to
    help us with finding synonyms?

    Resources

    Evaluation
    Post lesson

    Teacher to write a limerick on the board or have it on a computer doc


    that can be put on smart board.
    Thesaurus. will need to share between the class. Have them at the
    front and if students need them they come to the front to find the word.
    What worked well? What would I modify? What would I do differently next
    time?
    Which students do I need to follow up? What do I need to build on in the
    next lesson?
    How can I use the assessment information to improve student learning?

    Lesson Plan for Year 6 Mindarie Primary School


    English Poetry Limericks 2
    By Sue Brooks s270618
    Charles Darwin University Pre Service Teacher
    Learning Area: English

    Year Level: 6

    Class Size: 30

    Timing: 50 minutes
    Topic: Limericks
    Curriculum Connections: Identify the relationship between words, sounds, imagery
    and language patterns in narratives and poetry such as ballads, limericks and free
    verse (ACELT1617)
    Make connections between students own experiences and those of characters
    and events represented in texts drawn from different historical, social and cultural
    contexts (ACELT1613)
    (Schools Curriculum and Standards Authority Government of Western Australia,
    2015)
    Intended
    learning
    outcomes

    The students will gain a further understanding of the structure of a limerick.


    They will write a limerick and share with the class.

    Assessment

    At the conclusion of the learning journey:


    Students will write their own limerick.
    Students will be given the opportunity to present / read out their limerick to
    the class.
    Understanding of the structure of a limerick.
    Prepare a limerick to be used in the class

    Preparation

    (LMP outcome = The children will be able to write their own limerick with
    consideration to the syllable patterns and rhyme using synonyms.)

    Procedure

    Engagement:

    2.5 minutes

    Read a funny limerick to the class (different to the previous class). Today we
    will continue working on limericks you will write your own limerick.
    Recap the structure of a limerick.
    Learning experiences:
    Limericks are funny and often begin with,: There once was a .

    10 minutes

    Lets write one together. To start we are going to brainstorm a character and
    the then some words to describe the character. Ask the students for

    suggestions.
    Eg football fan face painted, funny beanie, jersey on, streamers in hand,
    15 minutes

    Use the brainstorming worksheet 2.

    10 minutes

    Now I would like you to write your own. I would like this to be done in silence
    for the first 5 minutes so you can get your ideas down. After that you will be
    able to share with a partner. We will be doing a peer evaluation. This is
    where you will be able to give your friends feedback on what you like about
    the limerick or give suggestions for how you think it can be improved.
    Use the Ladder of Feedback (see attached)

    10 minutes
    Reflection:
    So what have we learnt about limericks.
    Next time we will be presenting our limericks to the class.

    Classroom organization:
    Students will be at their desks.

    Dialogue:
    Syllable What is a syllable? How many syllables in the word
    hippopotamus?
    Rhyme What is a rhyme? Can you tell me two words that rhyme? Can you
    think of a word that rhymes with your name?
    Synonyms What is a synonym? What is a great tool that we can use to
    help us with finding synonyms?

    Resources

    Evaluation
    Post lesson

    Teacher to write a limerick on the board or have it on a computer doc


    that can be put on smart board.
    Thesaurus. will need to share between the class. Have them at the
    front and if students need them they come to the front to find the word.
    What worked well? What would I modify? What would I do differently next
    time?
    Which students do I need to follow up? What do I need to build on in the
    next lesson?
    How can I use the assessment information to improve student learning?

    Lesson Plan for Year 6 Mindarie Primary School


    English Poetry Limericks 3
    By Sue Brooks s270618
    Charles Darwin University Pre Service Teacher
    Learning Area: English

    Year Level: 6

    Class Size: 30

    Timing: 50 minutes
    Topic: Limericks
    Curriculum Connections: Identify the relationship between words, sounds, imagery
    and language patterns in narratives and poetry such as ballads, limericks and free
    verse (ACELT1617)
    Make connections between students own experiences and those of characters
    and events represented in texts drawn from different historical, social and cultural
    contexts (ACELT1613)
    (Schools Curriculum and Standards Authority Government of Western Australia,
    2015)
    Intended
    learning
    outcomes

    The students will finalise writing their limerick. They will be given the
    opportunity to share with the class.

    Assessment

    At the conclusion of the learning journey:


    Students will write their own limerick.
    Students will be given the opportunity to present / read out their limerick to
    the class.
    Understanding of the structure of a limerick.
    Prepare a limerick to be used in the class

    Preparation

    (LMP outcome = The children will be able to write their own limerick with
    consideration to the syllable patterns and rhyme using synonyms.)

    Procedure

    Engagement:

    2.5 minutes

    Read a funny limerick to the class (different to the previous class). Today we
    will finalise our limericks and then present them to the class.
    Learning experiences:

    10 minutes

    Have a practice reading your limerick to one or two friends.


    Have the students pick a number out of a hat. That is the order of
    presentation of limericks.
    Students will stand in front of the class and read out their limericks unless
    they are uncomfortable about doing this.
    (early finishes in the writing stage will be given the opportunity to put their

    30 minutes

    limerick into a class power point that can be displayed when presented)

    Reflection:
    10 minutes

    So what have we learnt about limericks.

    Classroom organization:
    Students will be at their desks.

    Dialogue:
    Syllable What is a syllable? How many syllables in the word
    hippopotamus?
    Rhyme What is a rhyme? Can you tell me two words that rhyme? Can you
    think of a word that rhymes with your name?
    Synonyms What is a synonym? What is a great tool that we can use to
    help us with finding synonyms?

    Resources

    Evaluation
    Post lesson

    Teacher to write a limerick on the board or have it on a computer doc


    that can be put on smart board.
    Thesaurus. will need to share between the class. Have them at the
    front and if students need them they come to the front to find the word.
    What worked well? What would I modify? What would I do differently next
    time?
    Which students do I need to follow up? What do I need to build on in the
    next lesson?
    How can I use the assessment information to improve student learning?

    You might also like