UMF Unit-Wide Lesson Plan Template

Name: Chelsea Wallace Program: Elementary Education Course: EDU 450

Lesson Topic / Title: Introduction to Limerick

Lesson Date: March 7 Lesson Length: 30 min Grade/Age: 7th Grade

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

Students will be able to identify a limerick based on length This aligns with learning goal #1.
of poem, rhyme scheme, and rhythm.

Content Standard(s) Instructional Decisions / Reasoning

CCSS.ELA-LITERACY.RL.7.5 This is one of EEMS’s “Power

Analyze how a drama's or poem's form or structure (e.g., Standards”.
soliloquy, sonnet) contributes to its meaning

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

Formative Students will practice writing a

Limerick Poem limerick. The teacher will read/listen to
limerick to see if they follow the correct
form and structure.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

Limerick Handout Students will be writing their limericks

Scrap Paper/ Journals in their writing journals.
Pencil

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
Rev 8/17
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
Activity Length of Time Explanation
Introduction 2 min Teacher will
and Handout introduce the
limerick and it’s
rules
Read and 10 min Students will be
Discuss Handout asked to read
limericks and as
a class we will
discuss the
rhyme scheme,
rhythm,
figurative
language, etc.
and the meaning
of the poem.
Table Groups 15-20 min Students will
Write Limerick work with their
table groups to
write one
limerick. They
should try to use
figurative
language,
rhyme, and
attempt to use
the correct
rhythm.
Share Limericks 5 min Students have
and Wrap Up the opportunity
to share their
group limerick
and the teacher
will ask some
 wrap up
questions about
the poetry form.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)

Extensions: If students would like, they can attempt the

anapest rhythm of a limerick and try to perfect their group
poems.

Field Courses Only – Post lesson

Reflection

This lesson was not a total loss, but I do feel that it was a waste of time for some
students. After re-learning what a limerick was and what it looks like and reading
some examples I had the students write limericks of their own for fun. Some
students tried hard to write fun limericks for the class but others did not try at all:
those students were ones that surprised me. I gave them total creative freedom but
it seemed like they wanted me to tell them what to write about.

Teaching Standards and Rationale

Standard #3 Learning Environments

3b, 3d, 3f, 3j, 3r
Students were required to write limericks and could discuss with their table groups
ideas for their work. This group of students are wonderful collaborators already but
it never hurts to work on those collaboration skills.

Standard #4 Content Knowledge

4a, 4d, 4g, 4h, 4r
Students were shown examples of limericks before writing them so they had an
understanding of the form and structure of the poem.