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English: Monday, February 18, 2013

English: Monday, February 18, 2013. Handouts: * None Homework: * In honor of Presidents’ Day . . . Have a great evening!  Assignments due: * None. Lesson Goal : Students will learn the distinctive features of limerick poetry. Outcomes: Be able to . . .

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English: Monday, February 18, 2013

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  1. English: Monday, February 18, 2013 Handouts: * None Homework:* In honor of Presidents’ Day . . . Have a great evening!  Assignments due: * None

  2. Lesson Goal: Students will learn the distinctive features of limerick poetry. Outcomes: Be able to . . . Learn the distinctive features of limerick poetry. Analyze students’ limericks to determine whether they meet the prescribed format. Present limericks to the class. Demonstrate their ability as a supportive, encouraging audience. Eventually publish their limericks in our class’s online magazine.

  3. Starter #1 Last week we learned that a limerick is a humorous five-line poem that always follows this pattern: * Three long lines that rhyme (lines 1, 2, and 5) * Two short lines that rhyme (lines 3 and 4) * It also follows a strict pattern of beats. Here’s the formula. . . . Rhythm or Beats PatternRhyme Scheme Line 1: da DUM dada DUM dada DUM (3 DUMS) A Line 2: da DUM dada DUM dada DUM (3 DUMS) A Line 3: da DUM dada DUM (2 DUMS) B Line 4: da DUM dada DUM (2 DUMS) B Line 5: da DUM dada DUM dada DUM (3 DUMS) A

  4. Starter #2 Then we analyzed your limerick by asking these questions: • 1. Does it have five lines? • 2. Are lines 1, 2, and 5 longer and about the same length? • 3. Are lines 3 and 4 shorter and about the same length? • 4. Is the rhyme scheme AABBA? • 5. When you read it aloud, does it sound like it has the beats pattern that’s on the handout? • 6. Is the limerick humorous? • 7. Are all the words spelled correctly? • 8. Does it have some punctuation? • 9. Did the author include a rough draft? • 10. Does the rough draft reveal that effort was put into this? • That is, is there evidence of editing and re-writing? •  Count up all the “Yes” answers. Write that number over /10.

  5. Starter #3 Now it’s your turn to share your limerick with the class. Remember that we as an audience are dependent upon you as a reader—if you read too fast or speak too softly, we can’t process or appreciate what you are sharing. Eventually we would like to share your limericks online. How will we decide which limericks should be published in our online magazine? Here’s my suggestion: Take out a sheet of paper. Create a heading with your name, the date, and your class. You will use this sheet to evaluate all the limericks you hear. Let’s give each limerick ratings as follows: P+ PP- 12345RhythmRhyme schemeHumorousOriginalOverall RatingNames

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