Whitney Farmer Katy Roberson ECED C Spring2010

 GPS: ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student:

 a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.

 PLO ◦ Students will brainstorm ideas, and complete a limerick graphic organizer, as a class and independently.

 5 line poem  The last words of the first, second, and fifth lines must rhyme.  AA, BB, A format  Meant to be humorous  The last line of a good limerick contains the punch line.  Stage: Prewriting- 1 st stage of the writing process

 1 st stage of the Writing Process  Stage to plan your writing  Instructions: ◦ Choose a topic ◦ Choose form of writing (Limerick) ◦ Choose your audience ◦ Choose your purpose for writing ◦ Complete a graphic organizer.  Graphic organizers help organizer your information and help create new organized ideas.

 There once was a animal named (Insert name) ◦ Focus on Subject and name it  That/Who ◦ What did the subject do?  Is it he/she ◦ The Cause?  Then ◦ The effect  Now ◦ End result

Graphic Organizer Reference: Behland, K. and Lyles, D. (2009). Graphic Organizer. Unpublished graphic organizer, Valdosta State University, Valdosta, GA.

There once was a cat named Billy Who often became quite silly. When he played with catnip He jumped and he flipped Like he was caught in a dilly. APA Citation for Published Limerick: Reeg,C. (2007). Limerick Fun for Kids. Retrieved on April 6, Retrieved from

 As a class we will brainstorm for ideas and words for our limerick.  We will complete a Graphic Organizer as a class.

 The students’ will be assessed on their ability to complete a graphic organizer individually.

 GPS: ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student: ◦ b. Writes texts of a length appropriate to address the topic or tell the story.

 PLO: ◦ Students will begin writing their own limericks using their graphic organizers.

 5 line poem  The last words of the first, second, and fifth lines must rhyme.  AA, BB, A format  Meant to be humorous  The last line of a good limerick contains the punch line.  Stage: Drafting- 2 nd stage of the writing process

 Drafting = Putting your ideas on paper  Steps: 1.Form ideas from the graphic organizer into complete sentences. 2.Label this copy of limerick as draft. 3.Skip every other line when writing the limerick. (To help you remember to skip lines put an “x” on every other line.) 4.The point is to focus more on content instead of grammar, sentence structure, or spelling.

 Teacher will model how to write a limerick for the students using four easy steps, and the class graphic organizer from the prewriting stage.

1. Choose an animal name, boy or girl, from the graphic organizer, and fill in the blank for the first line. ◦ There once was an animal named (insert name)  Example: There once was an animal named Dudley, 2. Then you think of something the subject would do, and start the sentence with that or who. (The last word must rhyme with the last word of the first line.)  Example: Who was very cute and cuddly.

3. Next you decide if the animal is a boy/girl, think of a cause, and then effect for the third and fourth lines. Remember the rhyme scheme: AA,BB,A (so the rhyme changes on the third/fourth lines)  Example: he wasn’t house trained, and some tempers were strained, 4. The last line is the end result of your limerick, and the last word rhymes with the last words of the first and second lines.  Example: His fail was the that he was way too puddly.

There was a Young Lady whose eyes, Were unique as to color and size; When she opened them wide, People all turned aside, And started away in surprise. APA Citation for Published Limerick: Lear, E. (1861). A Book of Nonsense. Retrieved on April 5, Retrieved from online.org/limericks.htm

 Students will write their own limerick using their graphic organizer from the prewriting process, and the steps the teacher modeled during the practice activity.

 GPS:ELA5W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student : ◦ b. Revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

 PLO: The students will revise their rough draft created during the drafting stage.

 5 line poem  The last words of the first, second, and fifth lines must rhyme.  AA, BB, A format  Meant to be humorous  The last line of a good limerick contains the punch line.  Stage: Revising- 3 rd stage of the writing process

 Revising: “Seeing again”  Process of improving your writing by: ◦ Adding ◦ Rearranging ◦ Removing ◦ Replacing

 Let’s work together!  Get in groups of two  Read each other’s draft and offer suggestions for changes and improvements.  5 lines  Check for AABBA rhyming patterns

 Now try it on your own!  Revise the your draft limerick on your own  Remember the suggestions you received in groups

 GPS: ELA5W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student: ◦ c. Edits to correct errors in spelling, punctuation, etc.

 PLO: The students will edit their revised drafts using proper punctuation, spelling, and grammar and usage.

 5 line poem  The last words of the first, second, and fifth lines must rhyme.  AA, BB, A format  Meant to be humorous  The last line of a good limerick contains the punch line.  Stage: Editing- 4 th stage of the writing process

 Editing is checking your: ◦ Grammar ◦ Spelling ◦ Punctuation ◦ Capitalization ◦ Sentence structure ◦ Subject/verb agreement

 Time for groups again!  In groups work with a partner and give suggestions and proofread their paper.  Do not write on your partners paper, have them write the corrections.

 Your turn!  Edit your revised draft based on the corrections you made with your partner.  Once you are finished editing, you will have your published piece!

 GPS: ELA5W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student: ◦ a. Plans and drafts independently and resourcefully. ◦ b. Revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences. ◦ c. Edits to correct errors in spelling, punctuation, etc.

 PLO: Students will rewrite their limericks with corrections made during the revising/editing stages to make a final copy.

 5 line poem  The last words of the first, second, and fifth lines must rhyme.  AA, BB, A format  Meant to be humorous  The last line of a good limerick contains the punch line.  Stage: Publishing- final stage of the writing process

 Final stage of the writing process  Students use their edited pieces to write a final copy of the limerick.  Neat handwriting is used

 Students will write a final draft of their limericks.  Students will use the changes made to their draft to write the final copy.