UNT Lesson Plan Template Madeline Hunter
Pre-service Teacher:
Angela Stoltz
Subject area(s):
Writing
Relevant TEKS:
5.16 Students write literary
texts to express their ideas and
feelings about real or imagined
people, events, and ideas.
Students are expected to:
B) Write poems using:
i) poetic techniques (e.g.,
alliteration, onomatopoeia)
ii) figurative language (e.g.,
similes, metaphors)
iii) graphic elements (e.g,
capital letters, line length).
Grade(s): 5th School/Mentor Teacher (if applicable):
Amy Marshall
Unit Topic/Theme: Poetry Lesson Title: Limericks
Relevant ELPS: Relevant TX CCRS:
Listening: 2(B) Student is 1.A.5 Edit writing for proper voice, tense, and
expected to recognize
elements of the English syntax, assuring that it conforms to standard
sound system in newly English, when appropriate.
acquired vocabulary such as
long and short vowels,
silent letters, and consonant
clusters;
Speaking: 3(E) Student is
expected to share
information in cooperative
learning interactions;
Reading: 4(G) Student is
expected to demonstrate
comprehension of
increasingly complex
English by participating in
shared reading, retelling or
summarizing material,
responding to questions,
and taking notes
commensurate with content
area and grade level needs;
Writing: 5(F) Student is
expected to write using a
variety of grade-appropriate
sentence lengths, patterns,
and connecting words to
combine phrases, clauses,
and sentences in
increasingly accurate ways
as more English is acquired;
and
Lesson Objective(s)/Performance Outcomes
Students will be able to recognize the features of a Limerick poem and create one of their own.

Assessment (Description/Criteria)
Formative: Opportunities will be given for students to contribute thoughts to the lesson as well as informal
checks for understanding from the teacher.
Summative: Students will turn in a Limerick written individually, to show mastery students must show
understanding and utilize all features of a Limerick in their poem.

Materials and Resources

Limerick PowerPoint, Chart paper, markers, Student handouts for independent work, pencils.

Management of the Instructional Environment

The majority of the lesson will be taught whole group with students in lose proximity to the teacher either on
the carpet or at their individual desks. At the 5th grade level, the students demonstrate an understanding of
appropriate classroom behavior and additionally teacher cues are established to serve as reminders for the
students if needed. During independent practice, teacher will walk around and monitor to be sure all appropriate
procedures for independent work time are being followed.

Technology Integration
Brief PowerPoint Presentation

Diversity and Equity (Accommodations, Modifications, Adaptations)

Teacher will walk around to monitor students and answer questions for students that have them as they are
completing their Independent work. The students will also be able to refer to the anchor chart on the board
during the lesson as well as during Independent practice. Extra time in study hall will be provided for those
students that need it.

Activities/Procedures

Anticipatory Set:

Recall students attention to past poetry lessons in their current grade or past grades. Ask students: Someone
raise your hand and tell me what you remember about poetry from past lessons and classes? Allow appropriate
wait time for thinking. Facilitate conversation on the topic of Poetry based on student responses.
Introduce the new type of poetry that they will be learning today (Limericks). Today were going to be looking
at a different type of poetry that you may not have learned yet and that type of poetry is called a Limerick. Does
anyone know what a Limerick is or have any guesses for what might make this poetry different? Allow
appropriate wait time for thinking. Facilitate conversation based on student responses.

Objective/Purpose:

Tell students, During todays lesson we will be learning what a Limerick poem is and talking about what it is
as well as what makes it different from other forms of poetry. By the end of todays lesson you will be able to
write your own Limerick!

Instructional Input:

Go through brief PowerPoint presentation with the students:

https://docs.google.com/presentation/d/1yJTOnCGVgocqVJZQXKzQGb8N6KhnoJYFoFVUONByd94/htmlpr
esent?hl=en

Allow students to take notes or raise their hand to ask questions as needed during the PowerPoint presentation.
Once the presentation is over, make an anchor chart on chart paper with the students help. Tell the students We
are going to make a checklist chart of all of the things we have to remember when we are writing a Limerick.
At the top I am going to write, Features of Limericks. Someone raise your hand and tell me one thing I should
include in my check list. The checklist should feature all of the points:
Humorous/ Nonsensical
5 lines
7-10 syllables in lines 1,2, and 5
5-7 syllables in lines 3 and 4
AABBA

Modeling (I Do):

After finishing the checklist anchor chart with the students ask the students, Is there anything else I should
include? No? Okay, I think this looks good. Using this checklist Im going to write my own Limerick up here
on the board.
Show students the process of thinking Let me think about what I want my Limerick about, well let me write it
about you guys and what awesome students you are! Continue the process of thinking through the Limericks
and writing it down on the board. Example teacher modeled Limerick:

There once was a very bright kid

Was awesome in all that they did
They learned every trick
To write a Limerick
And the teacher went to Madrid

Checking for Understanding :

Once the teacher is done writing her own Limerick on the board for the class she will cover up the check list
and ask the students, Looking at the poem I have written on the board, what features does it have that make it
a Limerick? Have the students point out all of the features of the Limerick before moving to guided practice.

Guided Practice (We Do):

Uncover the check list anchor chart after the students are done and post another blank piece of chart paper on
the board. Tell the students Now that you know all of the features of a Limerick and you have seen me write
one, we will write one together as a class!
Now someone tell me what the first thing we should do is? (Pick a topic)
Once the class picks a topic, walk them through each step of putting the poem together but allow them to craft
it while the teacher does more facilitating. What should I keep in mind for how many lines I am writing?
(Only 5 lines) Alright now what can we put in the first line? Lets keep in mind how many syllables we need.
(7-10) Help students clap out the syllables. Repeat this process until the Limerick is complete and read the final
product together as a class and save to post somewhere in the room.

Closure:

Have students go back to recalling on past lessons of poetry and different forms of poetry that they have
learned. Now that you know what a Limerick is, what makes it different from other types of poetry you have
learned about? Why?

Independent Practice (You Do):

Once the students are done discussing the closure questions, they will be given time to write their own Limerick
to be turned in by the end of class. The teacher will provide a piece of blank paper for each student. The
students will use their own pencils to write the Limerick, they can make a draft and a final product if they
desire to do so and they are welcome to decorate their final product if time allows for them to do so.

Reflections and Documentation/Evidence of Lesson Effectiveness

Websites you may want to look at for help:

http://www.huntington.edu/education/lessonplanning/Hunter.html
http://www.humboldt.edu/~tha1/hunter-eei.html
http://template.aea267.iowapages.org/lessonplan/