Joseph Field 3/29/15
How to write a Limerick
Overview purpose: Students will demonstrate their comprehension behind the technical and artistic aspects behind writing a limerick.
Standards for student understanding the lesson: Student’s Limerick must have the correct amount of syllables/ rhymes, rhythm, and AABBA format required for a Limerick and express some form of creativity in their writing that was not with aid of the teacher.
Recite famous limerick to have students receive an audible presentation of the limerick to put the rules and patterns of a limerick into context.
Proceed to helping students get ideas and concepts to write about when writing a limerick.
Mention to students what they should include to allow the flow of the limerick to follow a pattern or story with these nouns as ideas in this order.
1.) Choose a simple name Tim, Bill, Jill,
2.) Then choose an event/predicament or action at the end of the line that rhymes with the name of the person being spoken about.
3.) The third line should be a response/reaction to the action or event taken place.
4.) Typically where the comic relief or punch line is delivered. Doesn’t necessarily have to be funny as this would be another lesson in comedy and comedic vocabulary and writing.
Allow students to write their own and share any if there is time. Proceed to walk around and check students work in the few minutes given to them to work.
• What were my goals for this class? My goals for the class was to
understand the structural format of a limerick. It was to provoke ideas in
the learners mind so they with the tools of the format of a limerick can
create their own limerick poem.
• What did I do to achieve those goals? By giving them the ground work on
the format and syllables first allowed the students understand how the
limerick should be composed. It presented them with a guideline. After
addressing the format and how long the poem should be I addressed topics
or how limericks are typically written. This includes topic, the joke and
the punch line.
• How did I try to assess student understanding of this content? Walking
around the room and seeing what they wrote and calling on a few students
to read their limericks allowed to the class.
• Were students attentive during class? Yes. Most of them understood the
concept and were able to apply it in their own creative way.
• Was I satisfied with their progress/responses? Why or why not? Yes!
Through example of one limerick I gave them, they were able to really
piece everything together and write their own limericks. They understood
the concept of how a limerick was written well enough that they were able
to think of some very clever limericks.
Think of the following to inform your answers for the last 2 questions:
motivation, communication, questioning, eliciting students’ prior
knowledge, pacing/sequencing of instruction, checking for
• What areas could have used improvement during my teaching episode? I
could have used the white board more. As you stated in your assessment in
my teaching writing parts of the lime rick on the board with blank spaces
to fill in would have given them a good guide line to follow in case they
forgot any part of the limerick as they participate in the activity.
Providing more than one example of a limerick would also be helpful so
they had more of an idea of how limericks usually go.
• What went really well during my teaching episode?
• The creative poems the students had written. It was a pleasure seeing
what they could come up with on their own after some guidance on how to
write a limerick. Reading them allowed to the class and sharing ideas went
really well. A few laughs and the students got a perspective on how other
students think and write when we shared them allowed.