Michael Rossi
Metaphors and Rhyme
Time Constraints: 45 minutes
Rationale: Students will study the governing principles of rhyme and metaphor in order to increase their
understanding of poetry and literary devices.
Objectives:
1.
Students will demonstrate understanding of the literary terms such as types of Metaphors and types of
rhyme.
2. Students will participate in oral reading.
3. Student will listen to others and participate in discussions.
4. Students will evaluate life lessons in lyrics discussing character choices, and author choices.
5. Students will write extended metaphor poetry.
Standards:

Demonstrate fluency and comprehension in reading: use appropriate rhythm, flow, meter, and
pronunciation; demonstrate comprehension. (1.1.11.H)
 Read and respond to nonfiction. (1.3.11.F)
 Analyze the relationships, uses, and effectiveness of literary elements used by an author is a work of
literature: plot. (1.3.11.B)
 Listen to others: ask clarifying questions; synthesize information, ideas and opinions to determine
relevancy; take notes. (1.6.11.A)
 Contribute to discussions: ask relevant questions; respond with relevant information or opinions to
questions asked; paraphrase and summarize as needed. (1.6.11.D).
Materials:
- Guided notes handout and supplementary Powerpoint presentation.
- List of descriptive words.
- Poetry and Reflection journals.
Anticipatory Set:


Students will complete the power point and work sheet on types of metaphors and rhyme.
Students will pick out of a hat descriptive words. Will pick 3 words, two must be used in metaphorical
sense, one incorporated in rhyme scheme.
 They will use these words to create their own poetry .
 Students will use in class time for composition and sharing.
Reflection:
Metaphors
Extended Metaphor:
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________
Examples:
Love is a 10 speed bike that is colorful, powerful and sleek. It can sweep you along at a dizzying
pace or change gears to climb a difficult hill. If you don’t take care of it, it can rust from misuse
or the brakes can seize, but with regular maintenance, it can be the best way to glide through the
many phases of life.
What is the extended metaphor: __________________________________________________
Truth is a rainstorm that lights up the sky, crashes through the atmosphere and washes us clean.
No matter how strong the shelters we create, truth can charge through our defenses and leave us
exposed to the elements.
What is the extended metaphor: __________________________________________________
Mixed Metaphor:
_________________________________________________________________________________
___________________________________________________________________________
Example: "If we can hit that bullseye then the rest of the dominoes will fall like a house of cards...
Checkmate." Quote from Futurama TV show character Zapp Brannigan.
Implied Metaphor:
_________________________________________________________________________________
___________________________________________________________________________
Example: John swelled and ruffled his feathers (versus John was a peacock)
Direct Metaphor:
______________________________________________________________________________
______________________________________________________________________________
Example: John is a peacock (versus John swelled and ruffled his feathers)
Family
Love
Hate
School
Person
Home
Fear
Hope
Ocean
Dark
Fog
Light
Stage
Life
Butterfly
Rainbow
Candle
Roller Coaster
Blanket
Hungry Dog
Monster
Tree
World
A Box of Chocolates
Rocket
Football
Road
Sugar
Rain
Refrigerator
Michael Rossi
Limericks and Haikus
Time Constraints: (2) 45 minute periods
Rationale: Students will understand the governing principles of limericks and haikus in order to decipher and
understand poetic structure and history.
Objectives:

Students will understand what Limericks and Haikus are and the elements of each type.

Students will demonstrate knowledge through question and answer seminar.

Students will participate in discussion and listen to peers.
Standards:
 Analyze the relationships, uses and effectiveness of literary elements used by one author including irony,
plot, theme, structure. (1.3.11.B)
 Listen to others. (1.6.11.A)
 Ask clarifying questions.
 Synthesize information, ideas, and opinions to determine relevancy.
 Take notes.
 Contribute to discussions. (1.6.11.D)
 Ask relevant, clarifying questions.
 Respond with relevant information or opinions to questions asked.
 Listen to and acknowledge the contributions of others.
 Adjust tone and involvement to encourage equitable participation.
 Introduce relevant, facilitating information, ideas, and opinions to enrich the discussion.
 Paraphrase and summarize as needed.
Materials:
- Guided notes on limericks and haikus
- Poetry and Reflection journals
Anticipatory Set: Guided notes, see attached. Students will complete notes and read examples.
Procedures and Assessment:
Day One:
-
Students will then construct their own Limerick and Haiku. They will choose one to share with the
class (HW).
Day Two:
- Students will get into a square around the room. Using clapping or snapping to keep our beat, students
will present their limericks.
- They will then attempt to memorize a Limerick Memory Aid to remember the parts for Limericks.
- Closure: Q&A
Reflection:
Limericks and Haikus
Limericks:
A ______________ line nonsense poem.
The word derives from the ___________________ town of Limerick. Apparently a pub song or
tavern chorus based on the refrain "Will you come up to Limerick?" where, of course, such bawdy
songs or 'Limericks' were sung.
Lines 1, 2, and 5 of Limericks have ____________ to ten syllables and rhyme with one another.
Lines 3 and 4 of Limericks have _____________ to seven syllables and also rhyme with each other.
All Limericks have the rhyme scheme ____________________.
Limerick 1
By: Edward Lear
There was an Old Man with a beard, Who said, 'It is just as I feared! Two Owls and a Hen, Four
Larks and a Wren, Have all built their nests in my beard!
Limerick 2
An exceedingly hungry friend of mine,
When asked at what hour he'd dine,
He replied, "At eleven,
At three, five, and seven,
And eight and a quarter past nine.
Limerick 3
Fate has just pulled in it’s feelers To turn events over to dealers Who’ll work out the spread For the
big game ahead, The Super Bowl – Packers and Steelers.
Haikus:
A __________________________ poem with ___________________ lines.
Line one and three have ___________ syllables
Line two has ___________________ syllables.
They are usually written about _______________________.
Haiku 1
I walk across sand
And find myself blistering
In the hot, hot heat
Haiku 2
Football
Like medieval knights Armor clad, in fields
battle To reap victory