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Lear,
Limericks,
& Literature

Creative Writing Lesson Plans

Lesson 3
Analyzing Limericks

Purpose:
    Recognizing the elements of a limerick

Introduction:
    Students will quickly pick out the five-line pattern of the limerick as well as discover the aabba rhyming pattern. They can tap out the rhythm of Lear's limericks, perhaps on rhythm band instruments, so that they feel the stress on second, fifth, and eighth syllables of each line.

Procedures:
    After reading several limericks to the class and showing them copies of some, help them "discover" the pattern, rhythm, and rhyme scheme of a limerick. They will need to work with several limericks to really form the generalization of the limerick pattern.

    Note: The first section of Edward Lear's Book of Nonsense, "Absurd ABC," are not limericks, but are nonsense verses; have students examine the "Crazy Colors" and "Funny Faces" selections to determine the elements of a limerick.

    Here is a limerick by Eve Merriam which you can teach to your students as a culminating activity for this lesson. It will helps them remember how to write a limerick and serves as a great summary. (This example is from Leaning on a Limerick.)

When a limerick line starts out first,
What follows is fated, accursed:
If the third line takes tea,
The fourth must agree.
While five, two, and one pool their thirst.

Assignments/Activities:
    The following elements of limerick are rich with material for teaching important language arts skills. Here is just a sampling of activities for each limerick aspect which you may want to try:

    Rhyme: For your youngest students you can concentrate on rhyme and rhyming words - let them enjoy the sounds of our language and examine the text for those word parts that form the rhyme. You can make large copies (or write them on the board) of the limericks with the last word of each line missing. Then have the student supply a missing word for the first and third line. Then instruct them to select words which will rhyme with these words according to the limerick pattern. You may also use this as an opportunity to introduce rhyming dictionaries.

    Students of all ages should try to inductively determine the rhyming scheme of limericks (see Elements of the Limerick above) and of other poems. You may also choose to introduce them to different rhyming techniques and use of sound patterns in poetry. Older students should be taught how to read and record the shorthand of rhyming schemes (e.g. aabba, abba, etc.)

Syllables:
    A limerick has a pattern of syllables as well as a rhyming scheme. This provides an excellent opportunity for introduction or review of syllabication or clap out the syllables to help your students discover this pattern. For younger students you can create clapping charts or slashes on the board for each clap - this way they will have a record of the syllabication scheme. Creating a series of such charts can help students discover the rhythm of various forms of verse. You can also have them tap out the rhythm on rhythm sticks and/or drums. If you are teaching primary students, you may wish to consult Math Their Way for suggestions of profitable ways to apply this activity to your Mathematics curriculum.

Accented Syllables:
    The accent on specific syllables of each line also help build the rhythm of the limerick. Have the student compare the accent (after you teach or review accent) of a limerick and another rhyming poem. Expand the clapping charts to make the accented syllables darker lines.

Meter:
    Verse may be defined as an obviously rhythmical use of language, manipulating accent, stress, and cadence in such a way as to create recurrent pattern of emphasis. A simplistic explanation is that meter describes the rhythm. Explain what is meant by masculine meter (stress or emphasis on last syllable.) Discuss how these elements affect how you read a poem or limerick. Have the student practice using this information in interpretive readings. Reading to beat is an important aspect of oral interpretation.     The main use of meter in English verse are: iambic, trochaic, anapaestic, and dactylic (usually appearing in a catalectic form). Discussion of meter can become quite involved, but is well worth the effort with older, interested students. For more details on meter, consult or have the student consult the Encyclopedia Britannica article VERSE.

The Elements Of Limericks

There are five lines.
    Note: Lines 3 and 4 are often printed on the same physical line.

Rhyming scheme (a a b b a):
    Lines 1, 2, and 5 rhyme
    Lines 3 and 4 rhyme.

Number of syllables:
Some of the examples in textbooks vary, but the number of syllables usually follow this pattern:
    Line 1 8 syllables.
    Line 2 8 syllables.
    Line 3 5 syllables.
    Line 4 5 syllables.
    Line 5 8 syllables.

Rhythm:
Lines 1, 2, and 5 contain 3 accented syllables.
Lines 3 and 4 contain 2 accented syllables.

Meter:
    There is no required metrical scheme, but each line usually has a masculine ending — that is that each phrase is always stressed, or emphasized, on the last syllable.

Humor:
    Limericks thrive on the lack of harmonious agreement between parts. They contain a broad humor that most students over 8 to 10 years old appreciate. Junior High age students seem to really appreciate the limerick form. Younger students, preschool to eight, really enjoy the rhythm and rhyme of the limerick.

Copyright ©1996 by Beverly L. Adams-Gordon

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Lesson 4
Writing Limericks

© 1996 Beverly L. Adams-Gordon

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