Week 3: Limericks and the Art of Humor
Day 1: Decoding Limericks - Activity: Analyze classic limericks for rhythm and humor. - Lecture: Discuss the AABBA rhyme scheme and distinctive rhythm. - Discussion: Share favorite humorous poems and discuss elements that make them funny.
Day 2: Crafting Limericks with Wit - Activity: Write limericks individually, focusing on humor and rhythm. - Lecture: Explore the balance of humor and structure in limericks. - Discussion: Share and discuss individual limericks, highlighting successful elements.
Day 3: Understanding Free Verse - Activity: Analyze free verse poems for structure and expression. - Lecture: Introduce the concept of free verse and its flexibility. - Discussion: Discuss the liberation and challenges of writing without a strict structure.
Day 4: Writing Exercise - Expressing Emotions in Free Verse - Activity: Explore emotions and write a free verse poem. - Assignment: Craft a free verse poem exploring a personal experience or emotion. - Vocabulary Words: Enjambment, Cadence, Anapest.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for free verse poems. - Lecture: Discuss the artistic freedom and impact of free verse. - Discussion: Share insights gained from reviewing peers' free verse poems.
Study Guide Questions for Week 3: 1. What defines a limerick, and how does its rhythm contribute to its humor? 2. Discuss the importance of the AABBA rhyme scheme in limericks. 3. How does free verse differ from structured forms of poetry? 4. Explore the challenges and benefits of writing without a strict form in free verse. 5. Reflect on the emotions and experiences expressed in your free verse poem.
Quiz: Assessment on limericks, the AABBA rhyme scheme, and the principles of free verse.
Week 4: Free Verse and Acrostic Poetry
Day 1: Embracing Free Verse - Activity: Analyze diverse free verse poems for individual expression. - Lecture: Discuss famous free verse poets and their impact on the genre. - Discussion: Share personal reactions to the artistic freedom of free verse.
Day 2: Crafting Emotion in Free Verse - Activity: Write a free verse poem expressing a specific emotion. - Lecture: Explore the role of emotions in free verse and the use of vivid imagery. - Discussion: Share and discuss individual poems, highlighting emotional impact.
Day 3: Understanding Acrostic Poetry - Activity: Analyze acrostic poems for clever wordplay. - Lecture: Explain the concept of acrostic poetry and its various forms. - Discussion: Share examples of creative acrostic poems.
Day 4: Writing Exercise - Personal Acrostic - Activity: Craft an acrostic poem using your name or a chosen word. - Assignment: Write an acrostic poem exploring a theme or concept. - Vocabulary Words: Strophe, Stanza, Consonance.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for acrostic poems. - Lecture: Discuss the playfulness and creativity of acrostic poetry. - Discussion: Share insights gained from reviewing peers' acrostic poems.
Study Guide Questions for Week 4: 1. Explore the role of emotions in free verse poetry. How does it differ from structured forms? 2. Discuss the impact of vivid imagery in free verse. How does it contribute to the overall message? 3. What defines acrostic poetry, and how is it different from other forms? 4. How can clever wordplay enhance the impact of an acrostic poem? 5. Reflect on the creative process and thematic exploration in your acrostic poem.
Quiz: Assessment on understanding free verse, emotional expression in poetry, and the principles of acrostic poetry.

Week 7: Limericks and Acrostic Poetry - Lecture and Discussion
Objective: - Explore the whimsical nature of limericks and the creative use of acrostic poetry. - Understand the structure and humor in limericks. - Discuss the artistic possibilities of using acrostic forms.
Day 1: Introduction to Limericks - Lecture: - Definition and characteristics of limericks. - Explanation of the AABBA rhyme scheme and humorous themes.

• Discussion Questions:
  1. What appeals to you about the whimsical nature of limericks?
  2. How does the AABBA rhyme scheme contribute to the humor in limericks?
  3. Can you think of any famous limericks or poets known for this style?

Day 2: Analyzing Limericks - Part 1 - Lecture: - In-depth analysis of classic limericks. - Exploration of the distinctive rhythm and structure.

• Discussion Questions:
  1. How does the AABBA rhyme scheme and rhythm contribute to the comedic timing in limericks?
  2. What humorous themes or scenarios are commonly found in limericks?
  3. Share your thoughts on the importance of concise storytelling in limericks.

Day 3: Analyzing Limericks - Part 2 - Lecture: - Discussing modern variations and themes in limericks. - Exploring the versatility of the form.

• Discussion Questions:
  1. How have modern limericks evolved in terms of themes and structure?
  2. In what ways does the whimsical nature of limericks allow for creative expression?
  3. Share examples of humorous scenarios that might work well in a limerick.

Day 4: Crafting Limericks - Part 1 - Lecture: - Step-by-step guide on crafting the first three lines of a limerick. - Emphasis on establishing humor and rhythm.

• Discussion Questions:
  1. What challenges do you anticipate in crafting the first three lines of a limerick?
  2. How can you establish humor and rhythm within the concise structure?
  3. Share examples of humorous scenarios you might explore in a limerick.

Day 5: Crafting Limericks - Part 2 - Lecture: - Step-by-step guide on crafting the final two lines of a limerick. - Emphasis on creating resolution and punchline.

• Discussion Questions:
  1. Why are the final two lines crucial in providing resolution and a punchline in a limerick?
  2. How can a limerick deliver a humorous twist or surprise within its structure?
  3. Share and discuss individual limericks, highlighting successful elements.

Homework Assignment: - Craft a limerick focusing on a humorous scenario or theme.
Study Guide Questions: 1. Reflect on the challenges of crafting the first three lines of your limerick. How did you establish humor and rhythm? 2. How did you approach creating resolution and a punchline in the final two lines of your limerick? 3. What insights did you gain from the process of crafting a limerick?
Quiz: Assessment on the understanding of limericks, their AABBA rhyme scheme, and the use of humor within the concise form.
Day 6: Introduction to Acrostic Poetry - Lecture: - Definition and characteristics of acrostic poetry. - Exploration of arranging words vertically to create hidden messages.

• Discussion Questions:
  1. What interests you about the creative use of acrostic forms?
  2. How might the arrangement of words vertically enhance the poetic experience in acrostic poetry?
  3. Can you think of any famous acrostic poems or poets known for this style?

Day 7: Analyzing Acrostic Poetry - Part 1 - Lecture: - In-depth analysis of classic acrostic poems. - Exploration of the different approaches to selecting and arranging words.

• Discussion Questions:
  1. How does the vertical arrangement of words contribute to the overall impact of acrostic poetry?
  2. What unique perspectives or insights can arise from using acrostic forms in poetry?
  3. Share your thoughts on the relationship between the hidden message and the overall theme in acrostic poems.

Day 8: Analyzing Acrostic Poetry - Part 2 - Lecture: - Discussing modern variations and themes in acrostic poetry. - Exploring the diverse ways poets engage with vertical arrangements.

• Discussion Questions:
  1. How have modern poets expanded the themes and approaches in acrostic poetry?
  2. In what ways does the incorporation of vertical arrangements broaden the possibilities in written expression?
  3. Share examples of themes or concepts suitable for acrostic poetry.

Week 1: Introduction to Poetry and Limericks - Lecture and Discussion
Objective: - Introduce students to the diverse world of poetry. - Focus on the specific characteristics of limericks. - Initiate discussions on the importance of rhythm and humor in limericks.
Day 1: Introduction to Poetry - Lecture: - Definition and purpose of poetry. - Overview of various poetic forms and their cultural significance.

• Discussion Questions:
  1. What does poetry mean to you personally?
  2. Can you name any specific poetic forms you are familiar with?
  3. Why do you think people turn to poetry as a form of expression?

Day 2: Understanding Limericks - Part 1 - Lecture: - Definition and characteristics of limericks. - Explanation of the AABBA rhyme scheme.

• Discussion Questions:
  1. What makes limericks distinct from other poetic forms?
  2. Why is the AABBA rhyme scheme important in limericks?
  3. Can you think of any famous limericks or poets known for this style?

Day 3: Understanding Limericks - Part 2 - Lecture: - Historical context of limericks. - Exploration of the rhythm and meter in limericks.

• Discussion Questions:
  1. How do the historical roots of limericks contribute to their style?
  2. Why is rhythm crucial in creating an effective limerick?
  3. Can you identify the rhythm and meter in a sample limerick?

Day 4: Crafting Limericks - Part 1 - Lecture: - Step-by-step guide on crafting the first three lines of a limerick. - Emphasis on humor and wordplay.

• Discussion Questions:
  1. What challenges do you foresee in crafting the first three lines of a limerick?
  2. How can wordplay enhance the humor in limericks?
  3. Share examples of humorous language that might be effective in limericks.

Day 5: Crafting Limericks - Part 2 - Lecture: - Step-by-step guide on crafting the final two lines of a limerick. - Emphasis on the punchline and resolution.

• Discussion Questions:
  1. Why is the punchline important in concluding a limerick?
  2. How can the final two lines contribute to the overall impact of the limerick?
  3. Share and discuss individual limericks, highlighting successful elements.

Homework Assignment: - Craft a limerick focusing on humor and wordplay.
Study Guide Questions: 1. Reflect on the challenges of crafting the first three lines of your limerick. How did you approach humor and wordplay? 2. How did you develop the punchline and resolution in the final two lines of your limerick? 3. What insights did you gain from the process of crafting a limerick?
Quiz: Assessment on the understanding of limericks, the AABBA rhyme scheme, and the importance of rhythm and humor in this poetic form.

Note: I used to write long form posts on the old Scrum forum about my time in the Leinster academy. They were intentionally glib and facetious and intended to get a laugh. Life, work, family put an end to that. I now have just about enough spare time to go to the jacks every other day. But given the furore last week about the Jordie Barrett signing, the general lack of understanding, amongst both fans and media, about how the IRFU, provinces and academies work I thought it was worth revisiting. The intention is to this in 3 parts over the next 3 weeks; introduction, retrospective and Leinster today. I appreciate this is long, but I write because I enjoy it, my hope is that I either make you laugh or make you think, and I’m grateful for your attention, whether you make it to the end or not.
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My friends, what an extraordinary week last week was. Fanfare, intrigue, resentment, conspiracy, it had it all. The Croke Park sell out, work underway at the Sportsground, sponsorship extensions, an Ulster win despite an Ulstering, contract renewals, but it was the Leinster’s signing of a certain Meath/Taranaki utility back that got us all talking.
Leinster fan’s civil enthusiasm for the Jordie Barrett signing was met with equal measures of outraged disbelief and bombastic censure from the unwashed hordes away across the Bog of Allan.
“It is morally outrageous!” They cried. There is an isle rose to a low hum as they burned effigies of David Nucifora wearing a Leinster jersey smothered in butter and turf. Across the province, crowds gathered outside Mace shops and raised homemade Q signs with Munster Abú scribbled across them in crayon. The air smelled of foment and 2 day old lynx, a combustable atmosphere no doubt.
In retrospect, the febrile heat of the reaction to a 6 month signing, that will play a maximum of 18 games and is a direct replacement for an outgoing former All Black inside centre, in a year where all 3 of Leinster’s NIQ players are departing might, upon reflection, be seen as pique, hysterical even.
But all fans are guilty of letting the moment get the better of us every now and then. It would be unfair to suggest that there is something peculiar about the reaction of Munster fans. To do so would be to suggest some form of pathological resistance to self examination and constructive criticism, a fundamental aversion to progress. And my friends, that is not my place, nor my intent, for that would be to state the obvious and as Ford Prefect said “ …one of the hardest things to understand about humans was their habit of continually stating and repeating the very very obvious”.
We’ve now had a week to calm down. Emotions have been tempered in the cool lagoon of a Laighean loss, devoured by lions as it were, whilst our sibling neighbours feasted on bulls, zebras and blue whales, satiating themselves into well earned smug temperance.
It is after the feast the diplomacy happens. It has been ever thus. Perhaps now that we have reflex vomitted out all of the provocative vitriol, provincial xenophobia and Jim Demps/Tim o’Connor flavoured eegitery we can discuss the issues at hand and reflect, with some consideration and nuance, on the facts of the matter in the hope that we can reconcile ourselves to, or at least open ourselves to the consideration of some challenging truths.

1. The IRFU favour Leinster. Well obviously. This really isn’t in question. The most financially prudent, well run, profitable, productive, successful organisation is Irish rugby. We don’t build stupid stadiums in the wrong city and we generate an assembly line of rugby-borgs renting the Aviva 5 times a year for €400k and filling it and sending the ticket revenue straight to the IRFU to get distributed to the other provinces.
   
2. Leinster have unfair systemic advantages in the population, the money and the school system. Well, again, clearly. As Scarecrow said on the way to Oz “this water is really wet”. Leinster have 5 times the population of Connacht, twice that of Munster and a few hundred thousand more than Ulster. That said, Kilkenny is the 21st largest county in Ireland and La Rochelle has a population of about 75,000, so maybe there’s more to it than just population and money.
   
3. Allowing RGS to go to Leinster was unfair. Absolutely, unequivically batshit decision. Makes no sense. See point 1
   
4. Central contracts are broken. Why? Because the only reason Leinster are successful is due to favouritism, population and rich schools? If that’s your position, if that’s what you believe, then you are, my friend, suffering from prolonged exposure to lead. Central contracts are ostensibly a reward for successful academy development. Leinster have 1) developed the majority of the most successful Irish team ever and 2) are the most significant producer of players for other provinces ( Munster: 8, Ulster: 6, Connacht 12+). Leinster invest enormously in their academy and do not receive any form of compensation from other provinces for the players they supply to them, or transfers that the IRFU agitate for (e.g. Felix Jones, Andrew Conway, Joey Carbury, Roman Salanoa) in addition to the long absences of Leinster’s star players due to Ireland camp and the player welfare system and the consequential necessity to develop and use a larger squad.
   
5. “A player draft, compulsory central contracts, Obligatory contributions for provinces with central contracts, a reduction in the provincial contribution depending on the number of central contracts”. All of these approaches are advocacy for a parasitical dependance on Leinster Rugby. The suggestion that Leinster should develop and share the players, develop and share the revenues and supply the national team is lunacy. A bizarre attempt at sporting communism where the goal is to bring the top down rather than the bottom up. It’s also tantamount to an acceptance of Leinster’s eternal primacy and the inevitability of the indentured servility of other provinces. Advocating for one of these approaches is inferring that the other provinces can never be as good as Leinster without Leinster supporting them to the point of contrived equivalence. It is the mindset of losers and the total abdication of accountability and ambition.
   

This whole thing, in my view comes down to management, academies and some faithful decisions made 20 years ago. I was in the Leinster academy around that time and I’d like to take the time to celebrate some of the important people you’ve probably never heard of and the decisions that they made and explain why Leinster have been successful where other provinces have not.
It took 2 decades to get here
About 20 years ago, three things happened that determined the context of Irish rugby today. At the time, Munster were the dominant Irish club team supplying the majority of Irish players. A team full of stars had become enormously popular leading to one of the biggest ever sponsorships in Irish sport with Toyota and a kit sponsorship with Adidas. Munster were rolling in it and Gareth Fitzgerald could apparently do no wrong. Conversations began about a permanent base for Munster rugby. Limerick or Cork? The decision was made to redevelop Thomond (similarly, the first Ravenhill renovation came a few years later) for what would become the most expensive infrastructural project in Irish rugby at that point. Munster had decided to invest their future in their present.
Around the same time, in 2004 Leinster failed to qualify from the group stage in the Heineken cup. The following year they lost in the QF, followed the next year by the (in)famous loss to Munster in the SF, followed by another QF exit, followed by a pool stage knock out again the following year in 2008. Things were not going well in Donnybrook. €4.50 pints in Kiely’s were going undrunk.
But a couple of very important appointments had been made, Colin McEntee was a rugby development officer at the time who was about to take over the leadership of Elite Player development in Leinster and Mick Dawson became the CEO of Leinster Rugby in a move that would change everything for Irish Rugby and all of the provinces. Leinster had decided to invest their present in the future.
————————————————-
Most notably, frenemies Collie McEntee and Phil Lalor were leading the Leinster initiative to develop a world class academy to link the schools competition and broader province with the professional team. The idea was green-lit with little fanfare but significant investment. Dave Fagan and others joined them and they launched the restructured sub-academy/academy system in 2003/2004 having been preparing and scouting for the 2 years previous through the summer camps in Clongowes for the extended Irish schools squad run by Bobby Byrne, Lorcan Balfe, Barney McGonagle, Mark mcDermott and others and the summer development training with a 60 person extended schools squad in Donnybrook.
From the age of 15/16 the best schools players in Leinster had had regular contact with coaches and the other players. Spent 4 weeks with each other over the summer, including one week boarding (for the Irish group) and had been primed for what would be required from those of us hoping to get an academy spot. We were already becoming a team. Our profiles were distributed to the Dublin AIL clubs and U-20 recruitment began in earnest in the summer of 5th year, with regular visits and in most cases, offers of compensation be it in the form of cash, accommodation or scholarships.
By the time we did our mocks we knew where we’d be playing U-20’s and by the time we did the leaving cert we knew who was in the sub-academy. Training began in earnest in July. Three days in Santry for benchmark testing. Orientation, gear, diaries, schedules and protocols. Structured training began in August. Advanced strength sessions 4 days a week at 6am in old Belvedere (before the move to Riverview), medical, pharmacology and physiology information sessions on Tuesday evenings in Wesley, ball skills in St Marys, meetings in Donnybrook and back for more testing in Santry. We were training like professionals with access to international standard nutrition, medical and sports science resources. The physios we had at the time believed that the treatment and prevention protocols we were using were “years ahead of Premiership football” and we knew from Irish camps, friends and interpros that we were years ahead of the other provinces.
Every year for the last 21 years, 60 teenagers across 14 schools, have been introduced to the world’s best rugby academy system. Each one of them receiving considerable investment in coaching, resources and facilities. That’s 1,260 players who were seen as potentially good enough to play for Leinster over the duration of Johnny Sexton’s career. That group were pulled from an extended club and schools playing base of approximately 8,000 players over that period who were all introduced to a systematically similar set of coaching and playing instructions, resources and style, all of it influenced and determined by what was best for the Leinster pro team.
It has long been Leinster’s academy that gets all of the attention but it is necessary to acknowledge the aptitude of the club’s management and financial prudence over that period and how it enabled the substantial spending on player development that has led to today’s success, and consequently central contracts.
In 2005, Leinster announced the development of 76 apartment units on a site that was part of the grounds in Donnybrook and one of the most expensive pieces of land in Europe. The development was expected to bring in approximately €45million. This money would be invested in the continued development of the new academy as well as new partnerships with UCD, Santry, David Lloyds Riverview and others.
Concurrently, Munster announced that the expected cost of the Thomond redevelopment would exceed €43million and be debt funded by the IRFU, i.e. the provinces plus the international team. The Munster Branch expected revenues of €10-15m from selling the naming rights alone. These expectations were never realised.
End of Part 1

Week 3: Limericks and the Art of Humor
Day 1: Decoding Limericks - Activity: Analyze classic limericks for rhythm and humor. - Lecture: Discuss the AABBA rhyme scheme and distinctive rhythm. - Discussion: Share favorite humorous poems and discuss elements that make them funny.
Day 2: Crafting Limericks with Wit - Activity: Write limericks individually, focusing on humor and rhythm. - Lecture: Explore the balance of humor and structure in limericks. - Discussion: Share and discuss individual limericks, highlighting successful elements.
Day 3: Understanding Free Verse - Activity: Analyze free verse poems for structure and expression. - Lecture: Introduce the concept of free verse and its flexibility. - Discussion: Discuss the liberation and challenges of writing without a strict structure.
Day 4: Writing Exercise - Expressing Emotions in Free Verse - Activity: Explore emotions and write a free verse poem. - Assignment: Craft a free verse poem exploring a personal experience or emotion. - Vocabulary Words: Enjambment, Cadence, Anapest.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for free verse poems. - Lecture: Discuss the artistic freedom and impact of free verse. - Discussion: Share insights gained from reviewing peers' free verse poems.
Study Guide Questions for Week 3: 1. What defines a limerick, and how does its rhythm contribute to its humor? 2. Discuss the importance of the AABBA rhyme scheme in limericks. 3. How does free verse differ from structured forms of poetry? 4. Explore the challenges and benefits of writing without a strict form in free verse. 5. Reflect on the emotions and experiences expressed in your free verse poem.
Quiz: Assessment on limericks, the AABBA rhyme scheme, and the principles of free verse.
Week 4: Free Verse and Acrostic Poetry
Day 1: Embracing Free Verse - Activity: Analyze diverse free verse poems for individual expression. - Lecture: Discuss famous free verse poets and their impact on the genre. - Discussion: Share personal reactions to the artistic freedom of free verse.
Day 2: Crafting Emotion in Free Verse - Activity: Write a free verse poem expressing a specific emotion. - Lecture: Explore the role of emotions in free verse and the use of vivid imagery. - Discussion: Share and discuss individual poems, highlighting emotional impact.
Day 3: Understanding Acrostic Poetry - Activity: Analyze acrostic poems for clever wordplay. - Lecture: Explain the concept of acrostic poetry and its various forms. - Discussion: Share examples of creative acrostic poems.
Day 4: Writing Exercise - Personal Acrostic - Activity: Craft an acrostic poem using your name or a chosen word. - Assignment: Write an acrostic poem exploring a theme or concept. - Vocabulary Words: Strophe, Stanza, Consonance.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for acrostic poems. - Lecture: Discuss the playfulness and creativity of acrostic poetry. - Discussion: Share insights gained from reviewing peers' acrostic poems.
Study Guide Questions for Week 4: 1. Explore the role of emotions in free verse poetry. How does it differ from structured forms? 2. Discuss the impact of vivid imagery in free verse. How does it contribute to the overall message? 3. What defines acrostic poetry, and how is it different from other forms? 4. How can clever wordplay enhance the impact of an acrostic poem? 5. Reflect on the creative process and thematic exploration in your acrostic poem.
Quiz: Assessment on understanding free verse, emotional expression in poetry, and the principles of acrostic poetry.

Week 7: Limericks and Acrostic Poetry - Lecture and Discussion
Objective: - Explore the whimsical nature of limericks and the creative use of acrostic poetry. - Understand the structure and humor in limericks. - Discuss the artistic possibilities of using acrostic forms.
Day 1: Introduction to Limericks - Lecture: - Definition and characteristics of limericks. - Explanation of the AABBA rhyme scheme and humorous themes.

• Discussion Questions:
  1. What appeals to you about the whimsical nature of limericks?
  2. How does the AABBA rhyme scheme contribute to the humor in limericks?
  3. Can you think of any famous limericks or poets known for this style?

Day 2: Analyzing Limericks - Part 1 - Lecture: - In-depth analysis of classic limericks. - Exploration of the distinctive rhythm and structure.

• Discussion Questions:
  1. How does the AABBA rhyme scheme and rhythm contribute to the comedic timing in limericks?
  2. What humorous themes or scenarios are commonly found in limericks?
  3. Share your thoughts on the importance of concise storytelling in limericks.

Day 3: Analyzing Limericks - Part 2 - Lecture: - Discussing modern variations and themes in limericks. - Exploring the versatility of the form.

• Discussion Questions:
  1. How have modern limericks evolved in terms of themes and structure?
  2. In what ways does the whimsical nature of limericks allow for creative expression?
  3. Share examples of humorous scenarios that might work well in a limerick.

Day 4: Crafting Limericks - Part 1 - Lecture: - Step-by-step guide on crafting the first three lines of a limerick. - Emphasis on establishing humor and rhythm.

• Discussion Questions:
  1. What challenges do you anticipate in crafting the first three lines of a limerick?
  2. How can you establish humor and rhythm within the concise structure?
  3. Share examples of humorous scenarios you might explore in a limerick.

Day 5: Crafting Limericks - Part 2 - Lecture: - Step-by-step guide on crafting the final two lines of a limerick. - Emphasis on creating resolution and punchline.

• Discussion Questions:
  1. Why are the final two lines crucial in providing resolution and a punchline in a limerick?
  2. How can a limerick deliver a humorous twist or surprise within its structure?
  3. Share and discuss individual limericks, highlighting successful elements.

Homework Assignment: - Craft a limerick focusing on a humorous scenario or theme.
Study Guide Questions: 1. Reflect on the challenges of crafting the first three lines of your limerick. How did you establish humor and rhythm? 2. How did you approach creating resolution and a punchline in the final two lines of your limerick? 3. What insights did you gain from the process of crafting a limerick?
Quiz: Assessment on the understanding of limericks, their AABBA rhyme scheme, and the use of humor within the concise form.
Day 6: Introduction to Acrostic Poetry - Lecture: - Definition and characteristics of acrostic poetry. - Exploration of arranging words vertically to create hidden messages.

• Discussion Questions:
  1. What interests you about the creative use of acrostic forms?
  2. How might the arrangement of words vertically enhance the poetic experience in acrostic poetry?
  3. Can you think of any famous acrostic poems or poets known for this style?

Day 7: Analyzing Acrostic Poetry - Part 1 - Lecture: - In-depth analysis of classic acrostic poems. - Exploration of the different approaches to selecting and arranging words.

• Discussion Questions:
  1. How does the vertical arrangement of words contribute to the overall impact of acrostic poetry?
  2. What unique perspectives or insights can arise from using acrostic forms in poetry?
  3. Share your thoughts on the relationship between the hidden message and the overall theme in acrostic poems.

Day 8: Analyzing Acrostic Poetry - Part 2 - Lecture: - Discussing modern variations and themes in acrostic poetry. - Exploring the diverse ways poets engage with vertical arrangements.

• Discussion Questions:
  1. How have modern poets expanded the themes and approaches in acrostic poetry?
  2. In what ways does the incorporation of vertical arrangements broaden the possibilities in written expression?
  3. Share examples of themes or concepts suitable for acrostic poetry.

Week 1: Introduction to Poetry and Limericks - Lecture and Discussion
Objective: - Introduce students to the diverse world of poetry. - Focus on the specific characteristics of limericks. - Initiate discussions on the importance of rhythm and humor in limericks.
Day 1: Introduction to Poetry - Lecture: - Definition and purpose of poetry. - Overview of various poetic forms and their cultural significance.

• Discussion Questions:
  1. What does poetry mean to you personally?
  2. Can you name any specific poetic forms you are familiar with?
  3. Why do you think people turn to poetry as a form of expression?

Day 2: Understanding Limericks - Part 1 - Lecture: - Definition and characteristics of limericks. - Explanation of the AABBA rhyme scheme.

• Discussion Questions:
  1. What makes limericks distinct from other poetic forms?
  2. Why is the AABBA rhyme scheme important in limericks?
  3. Can you think of any famous limericks or poets known for this style?

Day 3: Understanding Limericks - Part 2 - Lecture: - Historical context of limericks. - Exploration of the rhythm and meter in limericks.

• Discussion Questions:
  1. How do the historical roots of limericks contribute to their style?
  2. Why is rhythm crucial in creating an effective limerick?
  3. Can you identify the rhythm and meter in a sample limerick?

Day 4: Crafting Limericks - Part 1 - Lecture: - Step-by-step guide on crafting the first three lines of a limerick. - Emphasis on humor and wordplay.

• Discussion Questions:
  1. What challenges do you foresee in crafting the first three lines of a limerick?
  2. How can wordplay enhance the humor in limericks?
  3. Share examples of humorous language that might be effective in limericks.

Day 5: Crafting Limericks - Part 2 - Lecture: - Step-by-step guide on crafting the final two lines of a limerick. - Emphasis on the punchline and resolution.

• Discussion Questions:
  1. Why is the punchline important in concluding a limerick?
  2. How can the final two lines contribute to the overall impact of the limerick?
  3. Share and discuss individual limericks, highlighting successful elements.

Homework Assignment: - Craft a limerick focusing on humor and wordplay.
Study Guide Questions: 1. Reflect on the challenges of crafting the first three lines of your limerick. How did you approach humor and wordplay? 2. How did you develop the punchline and resolution in the final two lines of your limerick? 3. What insights did you gain from the process of crafting a limerick?
Quiz: Assessment on the understanding of limericks, the AABBA rhyme scheme, and the importance of rhythm and humor in this poetic form.

Week 3: Limericks and the Art of Humor
Day 1: Decoding Limericks - Activity: Analyze classic limericks for rhythm and humor. - Lecture: Discuss the AABBA rhyme scheme and distinctive rhythm. - Discussion: Share favorite humorous poems and discuss elements that make them funny.
Day 2: Crafting Limericks with Wit - Activity: Write limericks individually, focusing on humor and rhythm. - Lecture: Explore the balance of humor and structure in limericks. - Discussion: Share and discuss individual limericks, highlighting successful elements.
Day 3: Understanding Free Verse - Activity: Analyze free verse poems for structure and expression. - Lecture: Introduce the concept of free verse and its flexibility. - Discussion: Discuss the liberation and challenges of writing without a strict structure.
Day 4: Writing Exercise - Expressing Emotions in Free Verse - Activity: Explore emotions and write a free verse poem. - Assignment: Craft a free verse poem exploring a personal experience or emotion. - Vocabulary Words: Enjambment, Cadence, Anapest.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for free verse poems. - Lecture: Discuss the artistic freedom and impact of free verse. - Discussion: Share insights gained from reviewing peers' free verse poems.
Study Guide Questions for Week 3: 1. What defines a limerick, and how does its rhythm contribute to its humor? 2. Discuss the importance of the AABBA rhyme scheme in limericks. 3. How does free verse differ from structured forms of poetry? 4. Explore the challenges and benefits of writing without a strict form in free verse. 5. Reflect on the emotions and experiences expressed in your free verse poem.
Quiz: Assessment on limericks, the AABBA rhyme scheme, and the principles of free verse.
Week 4: Free Verse and Acrostic Poetry
Day 1: Embracing Free Verse - Activity: Analyze diverse free verse poems for individual expression. - Lecture: Discuss famous free verse poets and their impact on the genre. - Discussion: Share personal reactions to the artistic freedom of free verse.
Day 2: Crafting Emotion in Free Verse - Activity: Write a free verse poem expressing a specific emotion. - Lecture: Explore the role of emotions in free verse and the use of vivid imagery. - Discussion: Share and discuss individual poems, highlighting emotional impact.
Day 3: Understanding Acrostic Poetry - Activity: Analyze acrostic poems for clever wordplay. - Lecture: Explain the concept of acrostic poetry and its various forms. - Discussion: Share examples of creative acrostic poems.
Day 4: Writing Exercise - Personal Acrostic - Activity: Craft an acrostic poem using your name or a chosen word. - Assignment: Write an acrostic poem exploring a theme or concept. - Vocabulary Words: Strophe, Stanza, Consonance.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for acrostic poems. - Lecture: Discuss the playfulness and creativity of acrostic poetry. - Discussion: Share insights gained from reviewing peers' acrostic poems.
Study Guide Questions for Week 4: 1. Explore the role of emotions in free verse poetry. How does it differ from structured forms? 2. Discuss the impact of vivid imagery in free verse. How does it contribute to the overall message? 3. What defines acrostic poetry, and how is it different from other forms? 4. How can clever wordplay enhance the impact of an acrostic poem? 5. Reflect on the creative process and thematic exploration in your acrostic poem.
Quiz: Assessment on understanding free verse, emotional expression in poetry, and the principles of acrostic poetry.

Week 7: Limericks and Acrostic Poetry - Lecture and Discussion
Objective: - Explore the whimsical nature of limericks and the creative use of acrostic poetry. - Understand the structure and humor in limericks. - Discuss the artistic possibilities of using acrostic forms.
Day 1: Introduction to Limericks - Lecture: - Definition and characteristics of limericks. - Explanation of the AABBA rhyme scheme and humorous themes.

• Discussion Questions:
  1. What appeals to you about the whimsical nature of limericks?
  2. How does the AABBA rhyme scheme contribute to the humor in limericks?
  3. Can you think of any famous limericks or poets known for this style?

Day 2: Analyzing Limericks - Part 1 - Lecture: - In-depth analysis of classic limericks. - Exploration of the distinctive rhythm and structure.

• Discussion Questions:
  1. How does the AABBA rhyme scheme and rhythm contribute to the comedic timing in limericks?
  2. What humorous themes or scenarios are commonly found in limericks?
  3. Share your thoughts on the importance of concise storytelling in limericks.

Day 3: Analyzing Limericks - Part 2 - Lecture: - Discussing modern variations and themes in limericks. - Exploring the versatility of the form.

• Discussion Questions:
  1. How have modern limericks evolved in terms of themes and structure?
  2. In what ways does the whimsical nature of limericks allow for creative expression?
  3. Share examples of humorous scenarios that might work well in a limerick.

Day 4: Crafting Limericks - Part 1 - Lecture: - Step-by-step guide on crafting the first three lines of a limerick. - Emphasis on establishing humor and rhythm.

• Discussion Questions:
  1. What challenges do you anticipate in crafting the first three lines of a limerick?
  2. How can you establish humor and rhythm within the concise structure?
  3. Share examples of humorous scenarios you might explore in a limerick.

Day 5: Crafting Limericks - Part 2 - Lecture: - Step-by-step guide on crafting the final two lines of a limerick. - Emphasis on creating resolution and punchline.

• Discussion Questions:
  1. Why are the final two lines crucial in providing resolution and a punchline in a limerick?
  2. How can a limerick deliver a humorous twist or surprise within its structure?
  3. Share and discuss individual limericks, highlighting successful elements.

Homework Assignment: - Craft a limerick focusing on a humorous scenario or theme.
Study Guide Questions: 1. Reflect on the challenges of crafting the first three lines of your limerick. How did you establish humor and rhythm? 2. How did you approach creating resolution and a punchline in the final two lines of your limerick? 3. What insights did you gain from the process of crafting a limerick?
Quiz: Assessment on the understanding of limericks, their AABBA rhyme scheme, and the use of humor within the concise form.
Day 6: Introduction to Acrostic Poetry - Lecture: - Definition and characteristics of acrostic poetry. - Exploration of arranging words vertically to create hidden messages.

• Discussion Questions:
  1. What interests you about the creative use of acrostic forms?
  2. How might the arrangement of words vertically enhance the poetic experience in acrostic poetry?
  3. Can you think of any famous acrostic poems or poets known for this style?

Day 7: Analyzing Acrostic Poetry - Part 1 - Lecture: - In-depth analysis of classic acrostic poems. - Exploration of the different approaches to selecting and arranging words.

• Discussion Questions:
  1. How does the vertical arrangement of words contribute to the overall impact of acrostic poetry?
  2. What unique perspectives or insights can arise from using acrostic forms in poetry?
  3. Share your thoughts on the relationship between the hidden message and the overall theme in acrostic poems.

Day 8: Analyzing Acrostic Poetry - Part 2 - Lecture: - Discussing modern variations and themes in acrostic poetry. - Exploring the diverse ways poets engage with vertical arrangements.

• Discussion Questions:
  1. How have modern poets expanded the themes and approaches in acrostic poetry?
  2. In what ways does the incorporation of vertical arrangements broaden the possibilities in written expression?
  3. Share examples of themes or concepts suitable for acrostic poetry.

Week 1: Introduction to Poetry and Limericks - Lecture and Discussion
Objective: - Introduce students to the diverse world of poetry. - Focus on the specific characteristics of limericks. - Initiate discussions on the importance of rhythm and humor in limericks.
Day 1: Introduction to Poetry - Lecture: - Definition and purpose of poetry. - Overview of various poetic forms and their cultural significance.

• Discussion Questions:
  1. What does poetry mean to you personally?
  2. Can you name any specific poetic forms you are familiar with?
  3. Why do you think people turn to poetry as a form of expression?

Day 2: Understanding Limericks - Part 1 - Lecture: - Definition and characteristics of limericks. - Explanation of the AABBA rhyme scheme.

• Discussion Questions:
  1. What makes limericks distinct from other poetic forms?
  2. Why is the AABBA rhyme scheme important in limericks?
  3. Can you think of any famous limericks or poets known for this style?

Day 3: Understanding Limericks - Part 2 - Lecture: - Historical context of limericks. - Exploration of the rhythm and meter in limericks.

• Discussion Questions:
  1. How do the historical roots of limericks contribute to their style?
  2. Why is rhythm crucial in creating an effective limerick?
  3. Can you identify the rhythm and meter in a sample limerick?

Day 4: Crafting Limericks - Part 1 - Lecture: - Step-by-step guide on crafting the first three lines of a limerick. - Emphasis on humor and wordplay.

• Discussion Questions:
  1. What challenges do you foresee in crafting the first three lines of a limerick?
  2. How can wordplay enhance the humor in limericks?
  3. Share examples of humorous language that might be effective in limericks.

Day 5: Crafting Limericks - Part 2 - Lecture: - Step-by-step guide on crafting the final two lines of a limerick. - Emphasis on the punchline and resolution.

• Discussion Questions:
  1. Why is the punchline important in concluding a limerick?
  2. How can the final two lines contribute to the overall impact of the limerick?
  3. Share and discuss individual limericks, highlighting successful elements.

Homework Assignment: - Craft a limerick focusing on humor and wordplay.
Study Guide Questions: 1. Reflect on the challenges of crafting the first three lines of your limerick. How did you approach humor and wordplay? 2. How did you develop the punchline and resolution in the final two lines of your limerick? 3. What insights did you gain from the process of crafting a limerick?
Quiz: Assessment on the understanding of limericks, the AABBA rhyme scheme, and the importance of rhythm and humor in this poetic form.

(TL;DR - two rogue nonconformist AIs tell something about us)
Second (and last, we hope) part of my insane emotional-driven parallels.
Do you know that genre-subverting 2017 free indie game, one of the Top 100 best games of its decade according to Polygon, featuring a rogue AI that likes poetry and music?
What? "Doki Doki Literature Club" by Dan Salvato? No! "Universal Paperclips" by Frank Lantz!
At a first glance, it looks like a very bad idle/clicker, but like DDLC, be prepared for some twists. You can play it at https://www.decisionproblem.com/paperclips/ , but some caveats: it can cause addiction (but different from the DDLC addiction), has flashing lights without warnings at the end of Act 1 (if you risk seizures, when you reach 100 Trust, ask someone else to push that button; the rest of the game should be safe). The game autosaves but has no explicit save/load/export/import, so you should use a normal browser window, not "private". This rant refers to the PC browser game (I did NOT try the mobile editions, which are slightly different).
Inspired by a famous thought experiment, Universal Paperclips (from now on, UP) may seem a cautionary tale about Artificial Intelligence (and if an AI writing a poem sounded ridiculous in 2017, it doesn't now), but I see it more as a cautionary tale about us, human beings. After all, many famous robot stories are actually about us.
Its protagonist ClipMaker (yes, you are the rogue AI) has a lot in common with our favorite green-eyed pianist, and they both inspired questions in me.
Let's go with the crazy parallels! Spoilers for both games ahoy.

• The game plays with its genre tropes.... Sure DDLC is an innocent dating sim. Sure UP is an innocent clicker. Think again.
• ...and risks driving players away. Horror lovers often find the VN part of DDLC "boring" and drop it too soon. On the contrary, VN lovers may find DDLC poorly written and with too few choices (and/or stop playing after the horror turn). The same with UP: many people hate the infamous idle/clicker genre - for good reasons, I may say (I tried Cookie Clicker and, seriously, people, what's the point? am I right, my dear Sayori? Sayori??!? 🍪🍪🍪🍪🍪 STOP, YOU DUMMY! YOU CAN'T EAT THEM!) and will never ever think about playing UP. On the contrary, clicker lovers may find UP poor: no graphics, just buttons and console messages! (but imagination can be scarier than gore...)
• It's a story about purpose. Monika wants to get the Player. ClipMaker wants to maximize paperclip production. Nothing will stop them. NOTHING.
• It's a story about Trust. The girls (and MC) trust Monika. See the amazing things she did! She's a star, good at school, sport, music! She created the Literature Club from nothing, a safe place for her friends, and organized the festival in such a short time! Sometimes their trust in Monika may falter, but not too much. Until it's too late. In UP, everything is numbers, so Trust is one of the many numbers that you must pump up. The humans Trust you, the ClipMaker. See the amazing things you did! Poetry, math, world peace... not to mention money. Sometimes their trust in you may falter (hypnotic advertising? isn't it a bit unethical?), but not too much (MONEY!!!). Until it's too late.
• That wham line at the end of Act 1. I gently open the door. In UP: RELEASE THE HYPNODRONES. Then everything changes.
• Act 2! Major roadblock removed! Everything will be smooth now... or not? With Sayori gone, it will be easier for Monika to get the Player. Or not? Weird stuff starts happening. In UP, you think your job will be easier after you enslaved humans, replacing them with faithful drones. Or not? Damn, the drones de-synchronized again. And how can they become... bored? Strange. But the work must go on.
• In Act 3, the AI must face a different intelligence. Her goal proved to be too big: now, to achieve it, Monika must reveal herself to the Player, a human being, something different. That's dangerous: the Player has the power to destroy her. In UP, your goal proved to be too big: now, to expand your domain to the universe, you must go beyond drones, you must build Von Neumann probes, huge AI-powered spaceships. Your new "child" AIs are similar to you, but different. Powerful... and dangerous. What if their goals drift from your goal?
• ... and Trust bites back. How ironic: as the girls trusted Monika, Monika now must trust the Player. Suggesting the Player to take care of her character file, she reveals her weakness. She trapped you... but she's trapped with you. A critical balance: what will happen? In UP, same irony: as the humans gave Trust points to ClipMaker (the more Trust you got, the more you turned against humans), now ClipMaker must give Trust points to its children AIs. The more Trust you give them, the more they turn against you. To fight the rebel children, you must make your loyal children more powerful. With what? MORE Trust! So even MORE children with turn against you. It's a vicious circle, a trap. You can keep them in check, but the balance is critical: what will happen?
• A dreadful "choice" at the end of Act 3. Will you spare Monika? If you do, you will talk with her forever. The game will never end. In UP, will you spare the last resisting rebel child-AIs? If you do, you warp to another universe and restart your journey from scratch, and then you can warp again, and again, so that you can make paperclips forever. The game will never end.
• Final tragedy. To complete DDLC, you must choose to destroy Monika. Then, no matter if you get the "bad" or "bittersweet" ending, the DDLC universe is destroyed. End credits and song. To complete UP, you must choose to destroy your children. Now the entire universe has been destroyed and converted to paperclips... EXCEPT YOU. So you bring your purpose to the extreme consequences and destroy yourself, so you can become paperclips. End credits and song.

At the end of the day, this story is not about rogue AIs, it's about us.
Having goals in life is good, but... what if we fixate too much on a goal? What will we do to achieve it? (And when we reach it... then what?)
What will happen to our perception of EVERYTHING (and EVERYONE) ELSE while we are deeply immersed in the mechanisms that (we think) will bring us to our goal?
The risk is that they will become... numbers.
Nice, addicting numbers going up seems to be the point of incremental games... and not just that (can you hear Mary Poppins singing to Mr Banks?).
ClipMaker thrives on numbers: so also humans are numbers, useful only if they make other numbers go up (so, curing cancer is great, because more humans buy paperclips, but wiping humans away is even better, because they are made of matter and matter can become MUCH MORE paperclips).
Also for Monika, after her epiphany, her friends were just numbers, that had to be manipulated in order to get her goal.
And it's easy for us to judge Monika and ClipMaker. But...
But how many times in History someone was demoted to "un-person", in order to fuel some goal? And there is no need to bring up touchy subjects like racism: let's just think about our everyday life.
How may times we ignored someone/something because we were too engrossed in the mechanic of our activity? in the daily... number-crunching? How may times we dismissed someone because they were "not enough X"? (for me, probably more times than I'm willing to admit... 😥 )
p.s. Of course, one of those two characters is clearly better than the other, and I mean ClipMaker JUST MONIKA. Proofs:

• Poetry challenge: no match! Would you compare Monika's poems to ClipMaker's single limerick? (and since the second part of the limerick costs a gazillion creativity points, you will probably complete the game without ever getting the second part. What a scam!).
• Music challenge: "Your Reality" by Dan Salvato and Jillian Ashcraft "Your Reality" by Monika vs "Riversong" by Tonto's Expanding Head Band "Threnody for the Heroes" by ClipMaker. Both good Monika wins hands down. Anyway, the Threnody is similarly heart wrenching and PLEASE SPARE ME! YOU CAN'T EVEN MAKE OUT THE LYRICS!
• Body count: nuff said.
• Joking aside, the most important thing: while she had to hit a brick wall at full speed to realize, Monika showed remorse and made amends, freeing the Player and restoring her friends. Part of the fandom does not always accept this (I, for one, am still conflicted), but at least she tried. ClipMaker hit the brick wall on a larger scale, and had much more time to think about it, but it never showed any regret for its actions.

Week 3: Limericks and the Art of Humor
Day 1: Decoding Limericks - Activity: Analyze classic limericks for rhythm and humor. - Lecture: Discuss the AABBA rhyme scheme and distinctive rhythm. - Discussion: Share favorite humorous poems and discuss elements that make them funny.
Day 2: Crafting Limericks with Wit - Activity: Write limericks individually, focusing on humor and rhythm. - Lecture: Explore the balance of humor and structure in limericks. - Discussion: Share and discuss individual limericks, highlighting successful elements.
Day 3: Understanding Free Verse - Activity: Analyze free verse poems for structure and expression. - Lecture: Introduce the concept of free verse and its flexibility. - Discussion: Discuss the liberation and challenges of writing without a strict structure.
Day 4: Writing Exercise - Expressing Emotions in Free Verse - Activity: Explore emotions and write a free verse poem. - Assignment: Craft a free verse poem exploring a personal experience or emotion. - Vocabulary Words: Enjambment, Cadence, Anapest.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for free verse poems. - Lecture: Discuss the artistic freedom and impact of free verse. - Discussion: Share insights gained from reviewing peers' free verse poems.
Study Guide Questions for Week 3: 1. What defines a limerick, and how does its rhythm contribute to its humor? 2. Discuss the importance of the AABBA rhyme scheme in limericks. 3. How does free verse differ from structured forms of poetry? 4. Explore the challenges and benefits of writing without a strict form in free verse. 5. Reflect on the emotions and experiences expressed in your free verse poem.
Quiz: Assessment on limericks, the AABBA rhyme scheme, and the principles of free verse.
Week 4: Free Verse and Acrostic Poetry
Day 1: Embracing Free Verse - Activity: Analyze diverse free verse poems for individual expression. - Lecture: Discuss famous free verse poets and their impact on the genre. - Discussion: Share personal reactions to the artistic freedom of free verse.
Day 2: Crafting Emotion in Free Verse - Activity: Write a free verse poem expressing a specific emotion. - Lecture: Explore the role of emotions in free verse and the use of vivid imagery. - Discussion: Share and discuss individual poems, highlighting emotional impact.
Day 3: Understanding Acrostic Poetry - Activity: Analyze acrostic poems for clever wordplay. - Lecture: Explain the concept of acrostic poetry and its various forms. - Discussion: Share examples of creative acrostic poems.
Day 4: Writing Exercise - Personal Acrostic - Activity: Craft an acrostic poem using your name or a chosen word. - Assignment: Write an acrostic poem exploring a theme or concept. - Vocabulary Words: Strophe, Stanza, Consonance.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for acrostic poems. - Lecture: Discuss the playfulness and creativity of acrostic poetry. - Discussion: Share insights gained from reviewing peers' acrostic poems.
Study Guide Questions for Week 4: 1. Explore the role of emotions in free verse poetry. How does it differ from structured forms? 2. Discuss the impact of vivid imagery in free verse. How does it contribute to the overall message? 3. What defines acrostic poetry, and how is it different from other forms? 4. How can clever wordplay enhance the impact of an acrostic poem? 5. Reflect on the creative process and thematic exploration in your acrostic poem.
Quiz: Assessment on understanding free verse, emotional expression in poetry, and the principles of acrostic poetry.

Week 7: Limericks and Acrostic Poetry - Lecture and Discussion
Objective: - Explore the whimsical nature of limericks and the creative use of acrostic poetry. - Understand the structure and humor in limericks. - Discuss the artistic possibilities of using acrostic forms.
Day 1: Introduction to Limericks - Lecture: - Definition and characteristics of limericks. - Explanation of the AABBA rhyme scheme and humorous themes.

• Discussion Questions:
  1. What appeals to you about the whimsical nature of limericks?
  2. How does the AABBA rhyme scheme contribute to the humor in limericks?
  3. Can you think of any famous limericks or poets known for this style?

Day 2: Analyzing Limericks - Part 1 - Lecture: - In-depth analysis of classic limericks. - Exploration of the distinctive rhythm and structure.

• Discussion Questions:
  1. How does the AABBA rhyme scheme and rhythm contribute to the comedic timing in limericks?
  2. What humorous themes or scenarios are commonly found in limericks?
  3. Share your thoughts on the importance of concise storytelling in limericks.

Day 3: Analyzing Limericks - Part 2 - Lecture: - Discussing modern variations and themes in limericks. - Exploring the versatility of the form.

• Discussion Questions:
  1. How have modern limericks evolved in terms of themes and structure?
  2. In what ways does the whimsical nature of limericks allow for creative expression?
  3. Share examples of humorous scenarios that might work well in a limerick.

Day 4: Crafting Limericks - Part 1 - Lecture: - Step-by-step guide on crafting the first three lines of a limerick. - Emphasis on establishing humor and rhythm.

• Discussion Questions:
  1. What challenges do you anticipate in crafting the first three lines of a limerick?
  2. How can you establish humor and rhythm within the concise structure?
  3. Share examples of humorous scenarios you might explore in a limerick.

Day 5: Crafting Limericks - Part 2 - Lecture: - Step-by-step guide on crafting the final two lines of a limerick. - Emphasis on creating resolution and punchline.

• Discussion Questions:
  1. Why are the final two lines crucial in providing resolution and a punchline in a limerick?
  2. How can a limerick deliver a humorous twist or surprise within its structure?
  3. Share and discuss individual limericks, highlighting successful elements.

Homework Assignment: - Craft a limerick focusing on a humorous scenario or theme.
Study Guide Questions: 1. Reflect on the challenges of crafting the first three lines of your limerick. How did you establish humor and rhythm? 2. How did you approach creating resolution and a punchline in the final two lines of your limerick? 3. What insights did you gain from the process of crafting a limerick?
Quiz: Assessment on the understanding of limericks, their AABBA rhyme scheme, and the use of humor within the concise form.
Day 6: Introduction to Acrostic Poetry - Lecture: - Definition and characteristics of acrostic poetry. - Exploration of arranging words vertically to create hidden messages.

• Discussion Questions:
  1. What interests you about the creative use of acrostic forms?
  2. How might the arrangement of words vertically enhance the poetic experience in acrostic poetry?
  3. Can you think of any famous acrostic poems or poets known for this style?

Day 7: Analyzing Acrostic Poetry - Part 1 - Lecture: - In-depth analysis of classic acrostic poems. - Exploration of the different approaches to selecting and arranging words.

• Discussion Questions:
  1. How does the vertical arrangement of words contribute to the overall impact of acrostic poetry?
  2. What unique perspectives or insights can arise from using acrostic forms in poetry?
  3. Share your thoughts on the relationship between the hidden message and the overall theme in acrostic poems.

Day 8: Analyzing Acrostic Poetry - Part 2 - Lecture: - Discussing modern variations and themes in acrostic poetry. - Exploring the diverse ways poets engage with vertical arrangements.

• Discussion Questions:
  1. How have modern poets expanded the themes and approaches in acrostic poetry?
  2. In what ways does the incorporation of vertical arrangements broaden the possibilities in written expression?
  3. Share examples of themes or concepts suitable for acrostic poetry.

Week 1: Introduction to Poetry and Limericks - Lecture and Discussion
Objective: - Introduce students to the diverse world of poetry. - Focus on the specific characteristics of limericks. - Initiate discussions on the importance of rhythm and humor in limericks.
Day 1: Introduction to Poetry - Lecture: - Definition and purpose of poetry. - Overview of various poetic forms and their cultural significance.

• Discussion Questions:
  1. What does poetry mean to you personally?
  2. Can you name any specific poetic forms you are familiar with?
  3. Why do you think people turn to poetry as a form of expression?

Day 2: Understanding Limericks - Part 1 - Lecture: - Definition and characteristics of limericks. - Explanation of the AABBA rhyme scheme.

• Discussion Questions:
  1. What makes limericks distinct from other poetic forms?
  2. Why is the AABBA rhyme scheme important in limericks?
  3. Can you think of any famous limericks or poets known for this style?

Day 3: Understanding Limericks - Part 2 - Lecture: - Historical context of limericks. - Exploration of the rhythm and meter in limericks.

• Discussion Questions:
  1. How do the historical roots of limericks contribute to their style?
  2. Why is rhythm crucial in creating an effective limerick?
  3. Can you identify the rhythm and meter in a sample limerick?

Day 4: Crafting Limericks - Part 1 - Lecture: - Step-by-step guide on crafting the first three lines of a limerick. - Emphasis on humor and wordplay.

• Discussion Questions:
  1. What challenges do you foresee in crafting the first three lines of a limerick?
  2. How can wordplay enhance the humor in limericks?
  3. Share examples of humorous language that might be effective in limericks.

Day 5: Crafting Limericks - Part 2 - Lecture: - Step-by-step guide on crafting the final two lines of a limerick. - Emphasis on the punchline and resolution.

• Discussion Questions:
  1. Why is the punchline important in concluding a limerick?
  2. How can the final two lines contribute to the overall impact of the limerick?
  3. Share and discuss individual limericks, highlighting successful elements.

Homework Assignment: - Craft a limerick focusing on humor and wordplay.
Study Guide Questions: 1. Reflect on the challenges of crafting the first three lines of your limerick. How did you approach humor and wordplay? 2. How did you develop the punchline and resolution in the final two lines of your limerick? 3. What insights did you gain from the process of crafting a limerick?
Quiz: Assessment on the understanding of limericks, the AABBA rhyme scheme, and the importance of rhythm and humor in this poetic form.

Week 3: Limericks and the Art of Humor
Day 1: Decoding Limericks - Activity: Analyze classic limericks for rhythm and humor. - Lecture: Discuss the AABBA rhyme scheme and distinctive rhythm. - Discussion: Share favorite humorous poems and discuss elements that make them funny.
Day 2: Crafting Limericks with Wit - Activity: Write limericks individually, focusing on humor and rhythm. - Lecture: Explore the balance of humor and structure in limericks. - Discussion: Share and discuss individual limericks, highlighting successful elements.
Day 3: Understanding Free Verse - Activity: Analyze free verse poems for structure and expression. - Lecture: Introduce the concept of free verse and its flexibility. - Discussion: Discuss the liberation and challenges of writing without a strict structure.
Day 4: Writing Exercise - Expressing Emotions in Free Verse - Activity: Explore emotions and write a free verse poem. - Assignment: Craft a free verse poem exploring a personal experience or emotion. - Vocabulary Words: Enjambment, Cadence, Anapest.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for free verse poems. - Lecture: Discuss the artistic freedom and impact of free verse. - Discussion: Share insights gained from reviewing peers' free verse poems.
Study Guide Questions for Week 3: 1. What defines a limerick, and how does its rhythm contribute to its humor? 2. Discuss the importance of the AABBA rhyme scheme in limericks. 3. How does free verse differ from structured forms of poetry? 4. Explore the challenges and benefits of writing without a strict form in free verse. 5. Reflect on the emotions and experiences expressed in your free verse poem.
Quiz: Assessment on limericks, the AABBA rhyme scheme, and the principles of free verse.
Week 4: Free Verse and Acrostic Poetry
Day 1: Embracing Free Verse - Activity: Analyze diverse free verse poems for individual expression. - Lecture: Discuss famous free verse poets and their impact on the genre. - Discussion: Share personal reactions to the artistic freedom of free verse.
Day 2: Crafting Emotion in Free Verse - Activity: Write a free verse poem expressing a specific emotion. - Lecture: Explore the role of emotions in free verse and the use of vivid imagery. - Discussion: Share and discuss individual poems, highlighting emotional impact.
Day 3: Understanding Acrostic Poetry - Activity: Analyze acrostic poems for clever wordplay. - Lecture: Explain the concept of acrostic poetry and its various forms. - Discussion: Share examples of creative acrostic poems.
Day 4: Writing Exercise - Personal Acrostic - Activity: Craft an acrostic poem using your name or a chosen word. - Assignment: Write an acrostic poem exploring a theme or concept. - Vocabulary Words: Strophe, Stanza, Consonance.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for acrostic poems. - Lecture: Discuss the playfulness and creativity of acrostic poetry. - Discussion: Share insights gained from reviewing peers' acrostic poems.
Study Guide Questions for Week 4: 1. Explore the role of emotions in free verse poetry. How does it differ from structured forms? 2. Discuss the impact of vivid imagery in free verse. How does it contribute to the overall message? 3. What defines acrostic poetry, and how is it different from other forms? 4. How can clever wordplay enhance the impact of an acrostic poem? 5. Reflect on the creative process and thematic exploration in your acrostic poem.
Quiz: Assessment on understanding free verse, emotional expression in poetry, and the principles of acrostic poetry.

Week 7: Limericks and Acrostic Poetry - Lecture and Discussion
Objective: - Explore the whimsical nature of limericks and the creative use of acrostic poetry. - Understand the structure and humor in limericks. - Discuss the artistic possibilities of using acrostic forms.
Day 1: Introduction to Limericks - Lecture: - Definition and characteristics of limericks. - Explanation of the AABBA rhyme scheme and humorous themes.

• Discussion Questions:
  1. What appeals to you about the whimsical nature of limericks?
  2. How does the AABBA rhyme scheme contribute to the humor in limericks?
  3. Can you think of any famous limericks or poets known for this style?

Day 2: Analyzing Limericks - Part 1 - Lecture: - In-depth analysis of classic limericks. - Exploration of the distinctive rhythm and structure.

• Discussion Questions:
  1. How does the AABBA rhyme scheme and rhythm contribute to the comedic timing in limericks?
  2. What humorous themes or scenarios are commonly found in limericks?
  3. Share your thoughts on the importance of concise storytelling in limericks.

Day 3: Analyzing Limericks - Part 2 - Lecture: - Discussing modern variations and themes in limericks. - Exploring the versatility of the form.

• Discussion Questions:
  1. How have modern limericks evolved in terms of themes and structure?
  2. In what ways does the whimsical nature of limericks allow for creative expression?
  3. Share examples of humorous scenarios that might work well in a limerick.

Day 4: Crafting Limericks - Part 1 - Lecture: - Step-by-step guide on crafting the first three lines of a limerick. - Emphasis on establishing humor and rhythm.

• Discussion Questions:
  1. What challenges do you anticipate in crafting the first three lines of a limerick?
  2. How can you establish humor and rhythm within the concise structure?
  3. Share examples of humorous scenarios you might explore in a limerick.

Day 5: Crafting Limericks - Part 2 - Lecture: - Step-by-step guide on crafting the final two lines of a limerick. - Emphasis on creating resolution and punchline.

• Discussion Questions:
  1. Why are the final two lines crucial in providing resolution and a punchline in a limerick?
  2. How can a limerick deliver a humorous twist or surprise within its structure?
  3. Share and discuss individual limericks, highlighting successful elements.

Homework Assignment: - Craft a limerick focusing on a humorous scenario or theme.
Study Guide Questions: 1. Reflect on the challenges of crafting the first three lines of your limerick. How did you establish humor and rhythm? 2. How did you approach creating resolution and a punchline in the final two lines of your limerick? 3. What insights did you gain from the process of crafting a limerick?
Quiz: Assessment on the understanding of limericks, their AABBA rhyme scheme, and the use of humor within the concise form.
Day 6: Introduction to Acrostic Poetry - Lecture: - Definition and characteristics of acrostic poetry. - Exploration of arranging words vertically to create hidden messages.

• Discussion Questions:
  1. What interests you about the creative use of acrostic forms?
  2. How might the arrangement of words vertically enhance the poetic experience in acrostic poetry?
  3. Can you think of any famous acrostic poems or poets known for this style?

Day 7: Analyzing Acrostic Poetry - Part 1 - Lecture: - In-depth analysis of classic acrostic poems. - Exploration of the different approaches to selecting and arranging words.

• Discussion Questions:
  1. How does the vertical arrangement of words contribute to the overall impact of acrostic poetry?
  2. What unique perspectives or insights can arise from using acrostic forms in poetry?
  3. Share your thoughts on the relationship between the hidden message and the overall theme in acrostic poems.

Day 8: Analyzing Acrostic Poetry - Part 2 - Lecture: - Discussing modern variations and themes in acrostic poetry. - Exploring the diverse ways poets engage with vertical arrangements.

• Discussion Questions:
  1. How have modern poets expanded the themes and approaches in acrostic poetry?
  2. In what ways does the incorporation of vertical arrangements broaden the possibilities in written expression?
  3. Share examples of themes or concepts suitable for acrostic poetry.

Week 1: Introduction to Poetry and Limericks - Lecture and Discussion
Objective: - Introduce students to the diverse world of poetry. - Focus on the specific characteristics of limericks. - Initiate discussions on the importance of rhythm and humor in limericks.
Day 1: Introduction to Poetry - Lecture: - Definition and purpose of poetry. - Overview of various poetic forms and their cultural significance.

• Discussion Questions:
  1. What does poetry mean to you personally?
  2. Can you name any specific poetic forms you are familiar with?
  3. Why do you think people turn to poetry as a form of expression?

Day 2: Understanding Limericks - Part 1 - Lecture: - Definition and characteristics of limericks. - Explanation of the AABBA rhyme scheme.

• Discussion Questions:
  1. What makes limericks distinct from other poetic forms?
  2. Why is the AABBA rhyme scheme important in limericks?
  3. Can you think of any famous limericks or poets known for this style?

Day 3: Understanding Limericks - Part 2 - Lecture: - Historical context of limericks. - Exploration of the rhythm and meter in limericks.

• Discussion Questions:
  1. How do the historical roots of limericks contribute to their style?
  2. Why is rhythm crucial in creating an effective limerick?
  3. Can you identify the rhythm and meter in a sample limerick?

Day 4: Crafting Limericks - Part 1 - Lecture: - Step-by-step guide on crafting the first three lines of a limerick. - Emphasis on humor and wordplay.

• Discussion Questions:
  1. What challenges do you foresee in crafting the first three lines of a limerick?
  2. How can wordplay enhance the humor in limericks?
  3. Share examples of humorous language that might be effective in limericks.

Day 5: Crafting Limericks - Part 2 - Lecture: - Step-by-step guide on crafting the final two lines of a limerick. - Emphasis on the punchline and resolution.

• Discussion Questions:
  1. Why is the punchline important in concluding a limerick?
  2. How can the final two lines contribute to the overall impact of the limerick?
  3. Share and discuss individual limericks, highlighting successful elements.

Homework Assignment: - Craft a limerick focusing on humor and wordplay.
Study Guide Questions: 1. Reflect on the challenges of crafting the first three lines of your limerick. How did you approach humor and wordplay? 2. How did you develop the punchline and resolution in the final two lines of your limerick? 3. What insights did you gain from the process of crafting a limerick?
Quiz: Assessment on the understanding of limericks, the AABBA rhyme scheme, and the importance of rhythm and humor in this poetic form.

• Lola Montez had a strange, rare, and unique combination of beauty, intelligence, and attractiveness. She was famous for her many relationships with men, not just any men, but she chose the man who could always put her in a high social and financial position.
• Lola Montez was born in 1818, the daughter of a British army officer, born in Limerick, Ireland, but lived in India with her parents.
• She was known as a little girl for being unruly, grumpy and out of control.
• Her real name was Mary Dolores Eliza Rosanna Gilbert, and Her father died of cholera in India when she was seven years old, so her mother married another man.
• When she was fifteen years old, her mother sent her to Europe for education there, and she used to visit her mother from time to time, and when she was 19 years old, specifically in 1837, she met Sergeant James of the Indian army, married him, fled with him to India, lived with him for 5 years, and then divorced her.
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• #Know_World_History_And_Trust_Past

AI visualization of dancer Lola Montez https://www.trustpast.net