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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


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.


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


Limerick

Analysis

Interpretation

Comic Strip


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


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


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.


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.


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.


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.


in the “CONVERGENT THINKING” section on Torrie the Tortoise’s shell.


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.


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.


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?


in the “EVALUATIVE THINKING” section on Torrie the Tortoise’s shell.


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


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


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.

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