La Plan 9 Limericks

Lesson Plan 9— LA—Limericks and The Wishtree
Grade/Subject: Grade 2/3 ELA Unit: Poetry Lesson Duration: Hour and a half
SPECIFIC LEARNING OBJECTIVES Formative &

OUTCOMES (2-3, clear, and measurable) Summative
FROM ASSESSMENTS
ALBERTA Students will: (How will you know
PROGRAM they met learning
OF STUDIES objectives?)
(Observations, Key
Questions,
Products/Performances)
2.1.1 use Students will be introduced to limerick poetry and
knowledge use their prior poetry knowledge and rhyming skills
of how oral to write their own limerick.
and written
language is
used in a
variety of
contexts to
construct and
confirm
meaning
2.3.5 Students will demonstrate their ability to follow the

demonstrate limerick rhyme scheme and ensure they are
rhyming their words in their poems.
interest in
the sounds of
words and
word
combinations
in pattern
books,
poems,
songs, and
oral and
visual
presentations
4.3.5 show
enjoyment Students will demonstrate good listening skills
while we read The Wishtree and write our own
and
wishes.
appreciation
during Students will demonstrate their appreciation for
listening and literature by being active listeners when reading The
viewing Wishtree.
activities
Students will use their listening skills to recognize
the rhyme scheme of limericks.
5.2.2 identify Students will recognize that their peers can help
ways that them when they are confused and follow the “ask 3
then me” rule while participating in poetry writing
class
workshop.
members can
help each
other
LEARNING RESOURCES CONSULTED
-The Wishtree
-Laughable Limericks
-The Book of Pigericks
-Smartboard
-Limerick worksheet (only page 4&5)
-Green leaves to write limericks on for the poetry tree
-Pencil
MATERIALS/ EQUIPMENT/ GYM SET UP
-The Wishtree
-Laughable Limericks
-The Book of Pigericks
-Smartboard
-Limerick worksheet (only page 4&5)
-Green leaves to write limericks on for the poetry tree
-Pencil
PROCEDURE
Introduction (10 min.):
(hook, pre assessment, connection to curriculum, focus/learning area, expectations, Transition,
groupings, overview)
 Ask students to move to the reading carpet. Assessment
 Tell students today we will be doing poetry then reading The
Wishtree
 Begin talking about limericks and ask students what they
already know about limericks
 Tell students a limerick is a 5 line funny poem that has lots
of rhyming words
 Tell students that while we read the limericks they should try
to recognize the repeating patterns of the poems in order to
determine what rules limericks follow.
Body (30 min.):

Formative & Summative Assessments, Key Content Areas, Game/Activity Rules &
Expectations, Specific Learner Considerations: Transitions
 Read select poems from the two limerick books. Assessment:
 Tell students they will be writing their own limerick today Formative:
and writing it on a piece of green construction paper so we
can display our poetry on a poet-tree outside the classroom.
 Remind students about our upcoming poetry café and tell -Walking around and
students if their limerick is a poem they want to present they observing students
should write it on another piece of paper and put it into their work
poetry portfolio. -Observing which
 Tell students that when they are done writing their limerick students are capable
they will begin writing their poem about The Wishtree and able to follow the
 Students will choose any type of poetry we have gone over write a story from the
(haiku, limerick, diamonte, concrete, free verse, acrostic) and point of view of the
write a poem about The Wishtree. tree.
-If students have finished the book they can write about -Reading what students
the whole book, or just focus on what they have read so far. are writing and
 Students will use their block in a writers workshop to get as drawing.
much done as possible -Having students share
their stories when we
 Tell students that next week we will be focusing on planning
come back in.
for our poetry café so they should try to get these poems done
today.
 Tell students their priority list will be on the board so they
can refer to that if they forget what they are doing.
 After the hour block move into reading The Wishtree for the
remainder of the time.
 If many students finish quickly then have a sharing circle of
the limericks and encourage students to write more.

Closure (5 min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning, Feedback From Students, Feedback To Students,
Transition To Next Lesson
 Thank students for their hard work and tell students we will Assessment
continue with poetry and reading The Wishtree tomorrow.
10 Key questions to review your plan:

1. What will my classroom/ gym/ teaching area look like when I begin to teach?
2. How will I interest the students on the lesson questions/ topic?
3. At what part of the lesson will I assess formatively? Summatively?
4. Have I clearly planned how I will transition from each part of the lesson (e.g.
intro to activity 1)
5. Have I given thought to what approach to use in each activity? (e.g., direct
instruction vs. group work)
6. Do I have enough detail in my activity descriptions to really understand what I
will say, do, and assess?
7. Have I considered how my students will react to each activity? Any special
learner considerations?
8. Do I know what evidence I am looking for as I assess formatively (e.g.- as you
observe students working- what are you looking for? As you question the students- what
types of answers are you hoping to receive?)
9. Does my closure solidify the key points to the lesson?
10. Do I connect my closure to the lesson objectives?
Lesson Reflections (After you teach):
What went well:
What can be improved upon:
Describe how the students met your lesson objectives:

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Lesson Plan 9— LA—Limericks and The Wishtree

SPECIFIC LEARNING OBJECTIVES Formative &

2.3.5 Students will demonstrate their ability to follow the

LEARNING RESOURCES CONSULTED

Body (30 min.):

Closure (5 min.): * Connect your closure with learning objectives*

10 Key questions to review your plan:

What can be improved upon:

Describe how the students met your lesson objectives:

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