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CCSD Version Date: May 2011
Name of Lesson: 1. What’s So Funny?
Topic: Humor
Gifted Standard and element(s):
G1 - Critical Thinking-Students will utilize higher order reasoning and reflect upon their thinking.
G2 – Convergent Thinking-Students will reason logically using induction and deduction.
G4 - Divergent Thinking - Students will think creatively to generate innovative ideas, products, or
solutions to problems.
G5 - Evaluative Thinking - Students will evaluate and solve a variety of authentic problems.
G6 - Relationships & Connections - Students will make relationships and connections among
various topics and disciplines.
Supporting Georgia Performance Standard(s) and element(s):
Essential Question(s): How can Critical Thinking, Convergent Thinking, Divergent
Thinking, Evaluative Thinking and Relationships and Connections be used to help me
understand the value of humor and the important role it plays in understanding the world
around me?
Lesson Questions: What is Humor?
Why do we laugh at certain things?
Lesson Summary: Students will explore Gifted Standards G1, G2, G4, G5 and G6 as they relate to
information on Humor. Students will complete work stations and assessments for each of the
standards.
Assessment Description/Performance Task:
Constructed response Informal assessment
Performance task Selected response
Brief Description of Assessment: Students will complete work stations that focus on each of the
standards. Each work station has its own assessment. To keep track of completed stations,
students will fill in the corresponding section on their copy of “Torrie the Tortoise’s” shell.
Assessments range from analysis and interpretation of data, to creating and completing rubrics, to
solving logic puzzles, and to completing and rating performance tasks. Students will self-assess as
well as peer-assess. Students will also keep a reflective journal to record how standards were
demonstrated in each work station. The journal can be a file folder, 3 prong pocket folder or
notebook.
Instructional Methods:
Hook/Activator:
OPENING: Show a humorous picture/Tell a Joke/Share a portion of your favorite humorous story/
show humorous clip from a movie.
When Students respond with laughter, ask them why they responded with laughter? What does that
mean? What was so funny? Create an anchor chart using words, pictures, images, feelings that the
students use to explain what makes them laugh. You can add to this chart each week.
Discuss the meaning of humor in small groups. Have each group come up with a
definition/illustration for humor. Each group can record their response on a large 6x8 note card.
This can be added to their word wall.
Teacher will explain that sometimes poems can be humorous. One type of humorous poem is the
limerick. Teacher will lead a mini-lesson on creating a riddle/limerick. A limerick is a humorous 5
CCSD Version Date: May 2011
line poem. The 1st,2nd, and 5th lines rhyme and contain a specific number of syllables. The 3rd and
4th lines have a different rhyme and each contain a fewer number of syllables. The 5th line usually
reveals a twist or humorous statement. Read examples to students. Explain that this will be one of
the work stations: students will create their own limericks and choose one to illustrate.
Teaching Strategy:
Students will work in small groups to complete standards based projects. These will demonstrate
students understanding of each of the standards. Each “work station” will address one of the
gifted standards in relation to the Lesson Questions. One work station will be teacher led;
students will work independently at the remaining work stations.
1.Review each work station instruction with students. Divide class into small groups of 2 to 5
students depending on your class size. One group will work with you doing either a mini lesson or
direct instruction. The other students will work independently at the other work stations.
2.Each student should be given a file folder or 3-prong pocket folder to store all their materials.
These can be kept in a crate or container for easy access each week.
3.Students will receive “Torrie the Tortoise” to keep track of which work stations they have
completed.
4.Each time they complete a center, they will color in the matching section of Torrie’s shell. It
may take several weeks for students to complete all the work stations and demonstrate their
understanding of each of the standards.
5.Each work station should contain a poster explaining which standard is being explored.
6.Each work station should contain instructions and materials to complete a standards-related
projects.
7. Be sure to model expectations for each center and thoroughly explain directions. You may need
to do mini-lessons for some of the centers i.e. Convergent thinking – talk about what a limerick is
as well as what meter and rhyme scheme are used etc.
WORK STATIONS:
G1 – Critical Thinking – Using the critical thinking skills of analysis and interpretation, students
will examine a comic or humorous picture. Students will analyze the comic or picture to
determine why it is funny; what made them laugh. They will complete their own comic strip by
filling in the empty conversation bubbles to make it something funny. Students will analyze and
interpret their comic by explaining why they think people will think their comic is funny.
G2 – Convergent Thinking – Complete the ‘Joke Code’ brainteaser using logical reasoning to
crack the secret joke code. Use the chart to decode the joke. Students will then think of their
favorite joke or find a joke they like from a trade book and create their own code. Students will
create a similarly formatted chart for others to use to decode their joke.
G4 – Divergent Thinking - Using the Limerick template, students will create two limericks. They
may choose to create a limerick of their own that does not use the template. Students will select
their favorite and create an illustration for their limerick . Students should check to be sure they
have used the components of creativity. When complete, use the rubric to have students
evaluate each other’s work.
G6 –Relationships and Connections – Students will read a poem or story (Giant Children by
Brod Bagert is a great book). Students will explain how the story or poem made them feel. Was
this story or poem something they could relate to? Students will explain how the author made the
story or poem humorous. Students will rewrite the story or poem (or create their own humorous
story) as a play, song or reader’s theater to be performed for another class. Put the finished
product in the student folder. Arrange with another class to have students perform their
story/poem Students will reflect on how a humorous performance can be beneficial to others.
Students will brainstorm other groups that would benefit from humorous performances such as
Veterans hospital group, nursing home, nursery school, etc. Students will complete the
“Relationship and Connections Analysis and place it in their folder.
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G5 – Evaluative Thinking –Teacher will lead this work station.*Students need to complete
Relationships and Connection work station before coming to this station. Teacher will explain that
one way to evaluate work is to apply a rubric to it. If students have completed divergent thinking
work station, teacher can reference the rubric used to evaluate the limerick and illustration. Have
students reflect on their product from the relationships and connections work station. Teacher will
lead discussion to help students brainstorm what aspects of critical thinking, divergent thinking
need to be evaluated to determine if product/performance has been “Successful”. What would this
look like at “Progressing” and at “Does Not Meet” stages? Students will develop a rubric to use to
analyze and assess humorous work created
CLOSING: At the close of each session, teacher will bring students back together in
whole group. Discussion will involve opinions, questions, and information about the
essential questions to determine the depth of knowledge students have acquired
regarding standards through work station activities. Students may share completed
projects or give status report as to level of completion of remaining work stations
Teachers may also focus the closing discussion and share projects from one specific standard to demonstrate emphasis of that standard.
Summary by the Learner: Students will gain an understanding and working knowledge of
Gifted Standards as applied to the topic of Humor. Students will answer the lesson questions
in their journals when all the work stations are complete. Students will record in their
journals how each of the standards was demonstrated at each of the work stations.
Differentiation:
Flexible grouping by ability.
Teacher guidance after group works independantly
Materials for this Lesson:
Posters for Standards
6 x 8 cards
3 prong notebooks/journals
Instructions for each work station
Large paper/poster board for Anchor Charts
Paper
White drawing/construction paper
Marker/crayons
Pencil
Class set of copies of:
Torrie the Tortoise
Critical Thinking Analysis
Rubric for Poetry and Illustration
Template for Limerick
Joke Code
Joke Code Template
Relationships and Connections Analysis
Rubric Creation
Variety of limerick poems to use as examples
Variety of humorous books, poems, stories at various reading levels
Variety of Joke books
Vocabulary for this Lesson: Humor
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Limerick
Analysis
Interpretation
Comic Strip
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Rubric for Poetry and Illustration
Name______________________________________________Date___________
Directions: For each row, circle the description that best matches
the level of the product
Comments: Write two positive, constructive comments…NOT “I
like your poem”
D
Does Not Meet
P
Progressing
S
Successful
Divergent
Thinking
Applies no components
of divergent thinking
to product
Applies some
components of
divergent thinking to
product
Applies all components
of divergent thinking
(Originality, Fluency,
Flexibility,
Elaboration)to
products
Topic
Not focused on topic Mostly focused on
topic
Focused on topic
Poetic Format
Poem does not follow
format
Poem somewhat follows
correct format
Poem follows correct
format
Illustration
Does not support poem
Somewhat supports
poem. Uses some
components of
divergent thinking and
humor
Appropriately supports
poem. Makes use of
divergent thinking
components and humor
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Name_______________________________________Date__________________
JOKE CODE
Can you crack this secret joke code? Use this chart to decode it. 1 2 3 4 5 6
A J D N G E H
B I V K C O M
C R A W F T S
___ ___ ___ ___ ___ ___
C3 A6 B5 A2 B1 A2
___ ___ ___ ___ ___ ___
C5 A6 B5 B6 C2 C6
___ ___ ___ ___ ___ ___ ___ ___ ___
A1 A5 C4 C4 A5 C1 C6 B5 A3
___ ___ ___ ___ ___ ___ ___
A4 B1 B2 A5 A6 B1 C6
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
A6 C2 A3 A2 B3 A5 C1 B4 A6 B1 A5 C4
___ ___ ?
C5 B5
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ !
C5 A6 A5 C5 B5 C3 A3 B4 C1 B1 A5 C1
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JOKE CODE TEMPLATE Name________________________________________________Date____________________________
1 2 3 4 5 6 7 8
A
B
C
Directions: Use the grid to help create the code for your favorite joke. Use
the space below the grid to write your Joke Code for someone else to solve. Put a blank line for each letter of each word. Make sure to leave a
space between words. Write the code under each blank that corresponds with where the letter is in the grid.
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Critical Thinking Work Station Instructions G1 – Students will utilize higher order reasoning and reflect upon their
thinking. a. Apply the core critical thinking skills to various situations; analysis
Critical Thinking Analysis 1. Be sure to put your name and date on all your papers
2. As you are working, make sure you complete the Critical
Thinking Analysis Form.
3. Select a comic or humorous picture to analyze. Determine why it is funny; what made you laugh?
4. Select a comic strip with empty speech bubbles. Consider what is happening and what the speakers could be saying to make it funny. Fill in each speech bubble.
5. Switch completed comic strips with a partner. Analyze and
evaluate his/her cartoon to determine what makes it funny. Explain what he/she could do to improve his/her comic strip. Be respectful and positive. Return your partner’s work.
6. Place your completed work in your folder. Be sure to color
in the “CRITICAL THINKING” section on Torrie the Tortoise’s shell.
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Critical Thinking Analysis Name__________________________Date_____________
1. Describe the comic/humorous picture you selected.
2. What made it funny? What made you laugh?
3. Identify the comic strip/photo you selected.
4. Explain what you added to the speech bubbles. Why did this make it funny?
5. Identify your partner’s comic strip.
6. Did it make you laugh? What made it funny? What could
be done to make it better? Be respectful and positive with your comments.
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CCSD Version Date: May 2011
Convergent Thinking Work Station Instructions G2 – Students will reason logically using induction and deduction.
a. Solve problems using logical reasoning
Joke Code
1. Be sure to put your name and date on the top of your paper.
2. Crack the secret joke code using the chart to decode the
message. Each letter in the coded words is represented by letter/number pair using the letters A, B, or C and a number (1 through 6). Letters A, B, C represent the rows; numbers 1 through 6 represent the columns. Find where the letter and number intersect on the grid to determine the letter of the coded words. This will reveal what the letter is for that part of the word.
Sample Grid: 1 2 3 4 5 6
A J D N G E H
B I V K C O M
C R A W F T S
For example if the coded letters for a word were C5 A6 A5, I would look on the sample grid to see where row C met Column 5….it is the letter T; then I would look to see where Row A met Column 6….it is letter H; finally I would look to see where Row A met column 5…it is the letter E. That means the coded word is
THE. Now, see if you can decode the joke!
3. When you have cracked the code for this joke, see if you can create a code for your favorite joke. You may need to add to or create a new grid depending on the letters used in your joke.
4. You can create a code for your favorite joke or pick a joke from the joke books.
5. Place your completed work in your folder. Be sure to color
in the “CONVERGENT THINKING” section on Torrie the Tortoise’s shell.
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Relationships and Connections Work Station Instructions
G6 -Students will make relationships and connections among various topics and disciplines
d. Seek opportunities to become a productive/proactive community member
Relationships and Connections Analysis
1. With your partner, read the assigned story or poem.
2. Complete the analysis sheet.
3. Create a play/song/readers theater that retells the
story or poem. Practice your performance. Plan to perform this for another class.
4. Think about how this kind of performance could help
others. What other kinds of groups would benefit from this? Complete the “Relationship and Connections” Analysis.
5. Place your completed work in your folder. Be sure to
color in the “RELATIONSHIPS AND CONNECTIONS” section on Torrie the Tortoise’s shell.
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RELATIONSHIPS AND CONNECTIONS ANALYSIS Name__________________________Date_________________ DIRECTIONS: On a separate sheet of paper, answer the following questions.
1. What story or poem did you read? Write the title and author’s name.
2. How did this story/poem make you feel? Defend your answer by telling what part of the story or words from the story did the author use that helped make you feel that way.
3. Has anything like this ever happened to you? Relate your experience.
4. With your partner/group write a play , song or poem that
retells the story you read. Practice performing it. Do you need any props or costumes?
5. Who will you perform this for? How do you think they will benefit from your performance?
6. Who else could benefit from your performance? Explain
how this would be beneficial.
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EVALUATIVE THINKING WORK STATION INSTRUCTIONS
***You may want students to complete the Relationships and Connections work station BEFORE you have them complete this one!*** G5 – Students will evaluate and solve a variety of authentic problems. d. Develop tools to assess performance based products and personal
goals.
RUBRIC CREATION
1. You will create a rubric to be used to assess the performances created in the Relationship and Connections Work Station.
2. Remember to include: Assessment of Standard(s) Personal goal for next performance
3. Use the template to complete the Does Not Meet and Exceeds portion of the rubric.
4. Make sure to leave room for 2 positive comments.
5. Apply the rubric to YOUR performance. How did you do?
6. Place your completed work in your folder. Be sure to color
in the “EVALUATIVE THINKING” section on Torrie the Tortoise’s shell.
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Rubric Creation Name_______________________Date________________ Performance Rubric Title/Type of Performance______________________________ Date of Performance___________________________________
Does Not Meet Progressing Successful
Critical Thinking
Consistent
application of the critical thinking
skill of analysis
Divergent Thinking
Consistent
application of the
components of divergent
thinking: fluency, flexibility,
originality and elaboration
Performance
Elements of humor
consistently and effectively used.
Personal goal:
Comments
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Name ________________________Date__________________
Limerick
Say the following limericks out loud and clap to the rhythm.
There was a young lady from Leeds
Who swallowed a package of seeds. Now this sorry young lass
Is quite covered in grass, But has all the tomatoes she needs.
A flea and a fly in a flue
Were caught, so what could they do? Said the fly, ‘Let us flee.”
“Let us fly,” said the flea. So they flew through a flaw in the flue
Directions: Try creating a limerick of your own. Create a limerick by filling in the blanks on the template first, then you can create one of your own. Make sure you
use past tense. Illustrate your favorite one.
Template A There once was a____________________from______________.
All his/her life he/she hoped _____________________________. So he/she________________________________
And_____________________________________ That_______________________________from______________.
Template B
I once met a _______________________from_______________. Every day he/she_______________________________________
But whenever he/she_______________________
The_____________________________________ That strange_________________________from______________.
A Limerick is a five-line poem written with one couplet and one triplet. A couplet is a two-line rhymed poem, and a triplet is a three-line rhymed poem. The rhyme pattern is
A A B B A with lines 1, 2 and 5 containing 3 beats and rhyming, and lines 3 and 4 having 2 beats and rhyming. The fifth line reveals a surprise ending or humorous statement. Some people say that the limerick was invented by soldiers returning from France to the
Irish town of Limerick in the 1700’s
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DIVERGENT THINKING WORK STATION INSTRUCTIONS
G6 – Students will make relationships and connections among various
topics and disciplines a. Explore and demonstrate an understanding of the relationships within
and connections across topics and disciplines b. D. See opportunities to become a productive/proactive community
member
Limericks 1. Read example limericks. Notice the rhyme scheme.
2. Use the Template to create two limericks using the same
rhyme scheme.
3. Using divergent thinking, create your own limerick.
4. Choose one of your limericks to illustrate.
5. On a piece of white construction paper/white paper, neatly
write your limerick.
6. Use your divergent thinking to illustrate your limerick.
Remember the 4 components to creativity: fluency,
flexibility, elaboration, and originality
7. Use the rubric to analyze and assess your work and your
partner’s work.
8. Place your completed work in your folder. Be sure to color in the “DIVERGENT THINKING” section on Torrie the Tortoise’s shell.
CCSD Version Date: May 2011
CCSD Version Date: May 2011
CCSD Version Date: May 2011