Level: Intermediate (grades 3-6)

Objectives

• Write a limerick
• Understand and apply rhyme and syllable patterns
• Find and use synonyms to write poetry

Introduce the Poetry
A limerick is a rhyming, humorous, and often nonsensical five-line poem. The first, second, and fifth lines rhyme (forming a triplet), and have the same number of syllables. The third and fourth lines rhyme (forming a couplet), and have the same number of syllables. Limericks often begin with the words: There once was. . . or There was a. . .

Teach the Poetry

• Write the following examples of limerick poetry on the board or overhead projector, or hand out a copy of the samples page.

There once was a gray schnauzer named Spark Quite talkative, he so liked to bark. Sometimes running he found His feet all off the ground Especially on larks in the park.	9 syllables 9 syllables 6 syllables 6 syllables 9 syllables
There once was a girl who loved rhyme; She felt her writing was sublime. Indeed quite a poet, Though some didn't know it, She'd be rich if each paid a dime.	8 syllables 8 syllables 6 syllables 6 syllables 8 syllables
There was a mean clown in the circus. For fun he would push us and jerk us. He would hit us with pies That left cream in our eyes. His act never once failed to irk us.	9 syllables 9 syllables 6 syllables 6 syllables 9 syllables

• Students should be familiar with rhyming patterns to apply the a-a-b-b-a rhyming structure in limerick poetry. Have volunteers identify the words in the first, second, and fifth lines that rhyme in each poem. Then have volunteers identify the words that rhyme in the third and fourth lines.
• As a group, count out the syllables in each line of poetry. Discuss how the predictable rhyme and the syllable pattern contribute to the rhythm and flow of the poetry.
• Check for understanding by challenging students to use people's names or topical words to create an a-a-b-b-a rhyming pattern. As students provide examples of rhyming names or words, write them on the board. (John, Shawn, Bob, Rob, Ron; Carol, Cheryl, Tammy, Sammy, Daryl; and so on). Arrange the names to model an a-a-b-b-a rhyming pattern.
• Further challenge students by having them use people's names to create rhyming phrases or sentences—either in sets of two (couplets) or sets of three (triplets). (My very best friend now is Mary, Her favorite berry is cherry.) To emphasize the rhythmic pattern, encourage students to create couplets or triplets that contain the same number of syllables per line.

Model Writing a Limerick

• The first step in writing a limerick is to chose a good topic. Limericks are usually written about individuals or specific characters. They often begin with the words: There once was. . . or There was a. . .
• Remind students that limericks are good-natured and generally humorous. Brainstorm with students a list of well-known people or characters. Write students' suggestions on the board.
• Choose a topic from the generated list that you know students are familiar with and write it on the board or overhead projector.
• Invite students to name words or phrases that humorously describe the chosen topic. Remind them that the words and phrases must fit the rhyming and syllable pattern of limerick poetry.
• As a group, continue working to refine the class limerick until it follows the correct rhyming and syllable pattern.

Word Work: Synonyms

• Explain that a synonym is a word that has the same or almost the same meaning as another word.
• Introduce and model using a thesaurus to find synonyms. Explain how to locate a word in a thesaurus and then find the synonyms for that word.
• Check for understanding by having students look up words, such as feet, girl, love, and sound. Have students share the synonyms they find. Ask them to tell how using a synonym for a given word, might help with the limerick-writing process (by providing rhyming and syllable options, humorous ideas, precise descriptions, and so on).
• Encourage students to use a thesaurus to find synonyms or more interesting and precise words in their writing.

Poetry Practice

• Have students work individually or in pairs to choose another topic from the generated topic list on the board. Then have them write a humorous limerick. (Note: Beginning poets may choose to practice the poetry writing process by completing one of the limerick worksheets.)
• Remind students that a limerick should contain five lines and follow the a-a-b-b-a rhyming pattern. Additionally, the first, second, and fifth lines contain the same number of syllables, as do the third and fourth lines. (Note: Beginning poets may choose to disregard the syllable pattern; concentrating, instead, on the rhyming pattern.)
• Typically, each of the five lines in a limerick should begin with a capital letter. Explain that additional punctuation and capitalization should follow the rules of conventional sentence writing. Sentences and proper nouns should begin with a capital letter.
• As students write, encourage them to use a thesaurus or dictionary to develop interesting words and phrases that communicate and fit the basic rhyme and syllable patterns. Remind them to revise their work in order to improve understanding and flow by adding, deleting, consolidating, and rearranging text as necessary.

Use the Worksheets for Practice

• Have students compose a limerick poem using the scaffolded worksheets. There are three choices of worksheets and a samples page:

Worksheet 1 for students who need additional support
Worksheet 2 for students who have a basic understanding of limericks
Worksheet 3 for students who have a solid understanding of limericks
Samples for examples of limericks

Extend the Activity

• Celebrate the writing process by having students read their poetry aloud with fluency, rhythm, and expression.
• Assign a class topic, such as favorite literary animal characters (Peter Rabbit, the Tortoise, the Hare, the Big Bad Wolf, the Three Little Pigs, and so on). Then have students work individually or in pairs to write a limerick about their chosen topic. Publish the poems in a class book.
• Have students share their writing with as many different audiences as possible. Poetry may be published through classroom or school-wide displays, a poetry book, a school newsletter or website, an online poetry contest, or any other creative form of communication.