Lesson 5 - "Making
Our Own Wiggles, Jiggles, and Rhymes"
Grade Level(s): 4-5
Subjects: Language Arts, Art,
Technology, and Dance
Learner Outcomes:
-
to introduce and/or practice email technology
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to introduce and practice poetry formats of
puns, rhymes, and limericks
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to learn about patterns in poetry formats
-
to create motions, movements and dance to accompany
poetry
-
to illustrate poetry creations in art form
-
to participate in cooperative activities which
enhance "multiple intelligences"
-
to use technology to create public displays
Duration of Lessons: 1-3
days
Materials: chart paper, pens,
pencils, colored pencils, markers, paints, paintbrushes, poster paper,
lined writing paper, Vis-a-vis markers, paints, paintbrushes, paperpunch,
scissors, construction paper and colored chalk.
Technology Tools/Courseware:
Computer(s) with Internet access, projection device, television, overhead
projector, video camera, digital camera and printer.
Teacher Notes: The teacher should
move around the room giving assistance and direction to groups or pairs
as needed. Limericks for the above activities can be accessed from
the Internet. Children can videotape and take digital pictures of
projects displayed by hanging completed poem projects on a Poet-Tree constructed
of black construction paper and displayed on a wall in a centralized location
in the school.
Procedures:
-
Inform students that they are about to begin
a journey into the world of rhymes and sounds heard daily in advertising
jingles, song lyrics, greeting card messages...the type of rhymes that
cause us to wiggle, jiggle, and giggle. Introduce students to the
format
of the limerick by first reading aloud the following selection by Carolyn
Wells:
A tutor who tooted the flute
tried to teach two young tutors to toot,
Said the two to the tutor,
"Is it harder to toot
or to tutor two tooters to toot?"
-
Puns can be the humorous use of two words sounding
the same but having different meanings. Students could possibly generate
ideas of other words that would qualify as puns and could be listed on
the overhead. The teacher should then place two additional limericks
on the overhead for the students to read silently. The students are
to try to determine what the characteristics of a limerick might be.
As the students volunteer their thoughts, the teacher should chart responses
on the overhead. Hopefully some characteristics generated will include
some of the following: five lines, non-sense verse, same rhyme scheme/pattern
or rhythm of "aabba". To help facilitate understandings of this pattern
the teacher should ask for volunteers to locate ending rhyme patterns and
mark "a's" and "b's" over rhyming end words in the line.
-
Next, the teacher should group three to four
students into cooperative groups. Give each group a limerick
with which to work. One person should be the reader and the other
group members should create motions and movements that dramatize their
limerick. Students are to be reminded about the rules for cooperative
group activities. The teacher should ask students, "What does a cooperative
group look like?" and "What does it sound like when students are working
cooperatively?" Groups are to be given about ten minutes to create
movements and to practice their task. It may help to set a timer
to help with time management. At the end of ten minutes groups should
be reminded about audience behavior and about presentation procedure.
This activity is guaranteed to make students wiggle, jiggle, and giggle.
-
Students will then work in pairs to create a
limerick. The teacher should distribute chart paper, markers, and
copies of a Scholastic Rhyming Dictionary to each pair of students.
Directions should be displayed visually as well as orally and are to be
as follows: Each pair will have five to six minutes to find a group of
three rhyming words and a group of two rhyming words that could possibly
be integrated into end lines of limericks. The student pairs will
then construct a limerick using the "aabba" pattern. Ten additional
minutes will be given to complete this activity. Limerick chart papers
should be signed by each participant and then taped up on the classroom
walls. Graphics can be added if time permits. Students will
then share their limericks with their classmates.
Modifications:
-
Children will be in heterogeneous cooperative
groupings.
-
Modify activities according to Individual Educational
Plans.
Enrichment Activities:
-
Explore additional sources
of limericks
found in library database and Internet. Practice handwriting by copying
down four limericks to be compiled in a class collection that can be shared
by younger students.
-
Practice choral readings of selected limericks
and perform for PTO or during Parent Night. Readings can also be
videotaped to be shared at a later date.
-
Try your hand at writing additional limericks
to be published in the school newspaper or in newsletters sent home to
parents.
-
Select an advertisement from a newspaper or
television advertising a special product. Then create a rhyme or
"jingle" that would help to advertise that product.
-
Research "Burma-Shave" slogans.
Create posters that display chosen slogans.
-
Compose a greeting card message and email it
to a friend.
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Compose a limerick, rhyme, slogan, rap, jump
rope rhyme, etc. and illustrate it with art media.
-
Go online and create an interactive
poem.
Evaluation:
Students will be evaluated on finished cooperative
products. Each student will be asked to individually complete one
of the enrichment activities and will be graded on participation.
Evaluation of this nature occurs because poetry should be embraced in a
non-threatening manner.
National Standards:
Language Arts Standards
Writing
1. Uses the general skills and strategies
of the writing process
3. Uses grammatical and mechanical
conventions in written compositions
4. Gathers and uses information for
research purposes
Reading
5. Uses the general skills and strategies
of the reading process
Listening and Speaking
8. Uses listening and speaking strategies
for different purposes
Viewing
9. Uses viewing skills and strategies
to understand and interpret visual media
Visual Arts Standards
1. Understands and applies media,
techniques, and processes related to the visual arts
3. Knows a range of subject matter,
symbols, and potential ideas in the visual arts
5. Understands the characteristics
and merits of one's own artwork and the artwork of others
Dance Standards
3. Understands dance as a way to create
and communicate meaning
Technology Standards
1. Knows the characteristics and uses
of computer hardware and operating systems
6. Understands the nature and uses
of different forms of technology
West
Virginia IGOs:
Language Arts:
Listening/Speaking: 4.11, 5.1-5.6
Writing: 4.48-4.51, 5.52-5.64
Reading Comprehension: 4.19, 5.1,
5.15, 5.3
Language Arts Technology: 5.180, 5.183
Computer Technology: 5.180-5.184
Study Skills: 5.171
Art:
4.11, 4.13, 5.1, 5.26
Dance: 4.10, 5.4, 5.6
References:
-
If the Shoe Fits...How to Develop Multiple
Intelligences in the Classroom by
Carolyn Chapman.
-
If You Want to Teach Kids to Write...You've
Gotta Have This Book by Marjorie
Frank (ISBN 0-86530-317-7)
-
Poetry Place Anthology by Instructor
Books (ISBN 0-590-49017-6)
-
Miles of Smiles edited by Bruce Lansky
(ISBN 0-439-08211-0)
-
Learning Skills Through Literature by
Patricia Pavelka (ISBN 1-884548-11-3)
-
The Scholastic Rhyming Dictionary (ISBN
0-590-49461-9)
-
One Potato, Two Potato, Three Potato, Four
by Mary Lou Colgin (ISBN 0-87659-116-0)
-
Using Poetry by Frank Schaffer Publications
-
Plays and Poems by Frank Schaffer Publications
-
Limerick
E-mail Postcard
-
Introduction
to Poetry
-
Internet
Center for Poets
Authors:
nnburgess@yahoo.com
patcurrence@yahoo.com
calingertenn@netscape.net