Lean Your Limericks
In this worksheet, students are scaffolded on the way to writing limericks. Encourage your students to share their work after they’re finished, either in small groups or as a class.
It is a part of a larger unit that introduces students to a number of literary devices, develop their skills in writing poetry, while fostering an interest in its variety of forms.
Learning goals
- We are learning to identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts.
- We are learning to identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse.
- We are learning to experiment with text structures and language features and their effects in creating texts, for example using imagery, sentence variation, metaphor and word choice.
- We are learning to analyse and evaluate similarities and differences in texts on similar topics, themes or plots.
- We are learning to identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse.
- We are learning to create and edit texts by adapting storylines, characters and settings and experimenting with figurative language.
Curriculum alignment
AC9E6LE05
9
Create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices
AC9E6LE04
9
Explain the way authors use sound and imagery to create meaning and effect in poetry
AC9E6LE02
9
Identify similarities and differences in literary texts on similar topics, themes or plots
ACELT1800
8.4
Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice
ACELT1617
8.4
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse
ACELT1615
8.4
Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts
EN3-7C
old
Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
EN3-6B
old
Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
EN3-2A
old
Composes, edits and presents well-structured and coherent texts
EN3-UARL-02
new
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
EN3-UARL-01
new
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
EN3-HANDW-02
new
Selects digital technologies to suit audience and purpose to create texts
EN3-HANDW-01
new
Sustains a legible, fluent and automatic handwriting style
EN3-SPELL-01
new
Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words
EN3-CWT-01
new
Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language
EN3-VOCAB-01
new
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
EN3-OLC-01
new
Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
VCELT355
Experiment with text structures and language features and their effects in creating literary texts
VCELT356
Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways
VCELT344
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse
VCELT342
Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts
VCELT341
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.