Grade/Subject:

7/English
General Learning
Outcomes:

Unit:
Topic:
Length of Lesson:
Poetry
Lesson 2: Short & Funny
2(45 min.)
Students will:
2: Listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
4: Listen, speak, read, write, view and represent to enhance the clarity and artistry
of communication

Specific Learning
Outcomes:

2.1: Use Strategies and Cues

2.2: Respond to Texts
2.3: Understand Forms, Elements and Techniques
2.4: Create an Original Text
4.1.4.2: Identify and explain figurative and metaphorical use if language in
context
Students will: Be able to define the following literary terms: Metaphor and
Simile and students will be able to create the following poetry genres: Riddle,
Limerick, and Haiku
Poetry work booklet
Review Balls (plastic balls with questions on them)
Collection of riddles and limericks to share with class

Learning Objectives:
Materials Needed:

Preparation:

A Riddle is a type of poem that describes something without actually naming

what it is, leaving the reader to guess. A Riddle is a light hearted type of poetry
which involves the reader. Riddles can be about anything, from Riddles about
animals to Riddles about objects.
A Limerick is a humorous, frequently bawdy, verse of three long and two short
lines rhyming aabba
A Simile is a figure of speech in which two unlike things are explicitly compared,
as in she is like a rose.
A Metaphor is a figure of speech in which a term or phrase is applied to
something to which it is not literally applicable in order to suggest a resemblance,
as in A mighty fortress is our God.

Procedure

Assessments

Introduction (5 Mins.)

Attention: Review previous weeks lesson Who can

tell me what an alliteration is? What is the difference
between Rhyme and rhythm?

Body (65 Mins.)

Learning Activities:
1: Class Discussion: Ask the students if they think a
riddle is a poem? Ask the students a riddle.

Are my instructions
clear?

Can the students

answer the review
questions?

Are students paying

attention?
Are the students
actively involved in
class discussion?

b
2: Class Discussion: Discuss the terms riddles,
metaphors, similes, haikus (Aroura), and limericks.
Share examples of each with the students. Take turns
around class letting them read out loud.
3: Activity: Students will fill in terms riddles,

metaphors, similes, haikus, and limericks. In their key

terms and complete pages 6-7 in their poetry work
booklet.
Closure (10 Min)

1: Class Discussion: Ask class what a haiku, limerick,

metaphor, simile
2: Have students share a riddle, their limerick or their
haikus with the class

3: Share more riddles with the class

Resources:
http://www.smoran.ednet.ns.ca/Poetry/notes_for_slides.htm
http://www.poetrysoup.com/poem/aurora_232397

Charleyboy, L., & Leatherdale, M. B. (Eds.). (n.d.). Dreaming in Indian Contemporary Native
American Voices. Buffalo, NY: Annick Press
Lesson Reflections:

What went well:

What can be improved upon:
Describe how students met your lesson objectives: