February 23, 2018
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by Jennifer Sobalvarro

Lesson plan

Everybunny’s Easter Puns

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Students will be able to understand puns and create their own Easter puns.

(5 minutes)
  • Show the Easter Pun! video, or display a picture of an Easter pun.
  • Write an example of an Easter pun on the board: Help me! I'm dying.
  • Draw a picture of an egg being dyed (or show a picture of it).
  • Ask students if they can figure out why this is a joke (i.e. the egg is not dying but it is being dyed).
  • Circle the word dying.
  • Tell students there are two meanings for the word: to no longer be alive and to color with dye.
  • Explain that this is an Easter pun. This example is a play on words that sound the same (die, dye). It is an Easter pun because it deals with an Easter topic (dying eggs). It uses the two meanings of dying to make the joke, or a pun.
(8 minutes)
  • Read the student objective and define a pun as a humorous play on words where the word’s meaning, or the way the word sounds, is used to create a joke.
  • Write the following pun on the board: The Easter energizer bunny went to jail. He was charged with battery.
  • Explain this is another pun that involves a bunny.
  • Ask them if they know about the energizer bunny. If they don't, show them the Energizer: Fluffy Little Tail video.
  • Circle Easter energizer bunny and battery as the key words that create the pun.
  • Explain that it is a pun that uses an understanding of the Energizer bunny and the Easter bunny, and connects them with the unlikely scenario of a bunny going to jail.
  • Display the Bad Hare Day Easter Puns worksheet and review the example at the top of the page.
(10 minutes)
  • Distribute the Bad Hare Day Easter Puns worksheet and ask students what characteristics make the title a pun. (For example: The word hare replaces hair, suggesting it is talking about a rabbit or bunny. It's a pun because it uses the phrase "Bad Hair Day" and replaces it with "Bad Hare Day.")
  • Read aloud the first question on the worksheet.
  • Ask for volunteers to explain the pun.
  • Choose another student to restate what the volunteer says.
  • Ask students to turn and talk to their partner about what words are creating the pun (e.g. stuffing baskets, basketball hoop, and Easter bunny).
  • Complete problems A–D for the first question as a class.
  • Ask students to complete the next two questions in A–B partners. Have them write their answers on their own papers.
  • Monitor the partners' interactions and make sure they equally share their ideas.
  • Have two volunteers share their answers, and ask the students to stand if they agree or stay seated if they disagree. If a student disagrees, have them explain why.
  • Model creating an Easter pun with a word that starts with ex- (e.g. exciting, exactly, exceptional, and extraordinary).
  • Ask for student suggestions while you create the pun. For example: The Hoppy Easter bunny had an eggceptional spring.
(10 minutes)
  • Distribute the Eggciting Easter Puns worksheet and read through the directions. Compare it to the Bad Hare Day Easter Puns worksheet.
  • Ask students to complete questions 1–3 on their own.
  • Choose two students to share one of their answers.
  • Monitor to see if there are disagreements about the answers and correct them with the class. Allow students to explain the answers.

Support:

  • Allow students to draw the definitions of each of the words to help them understand the meaning of the puns.
  • Provide students with a list of words that start with ex- and end with -body. They can add bunny or eggs to the word as part of their pun (e.g. eggciting, everybunny, nobunny, eggceptional, eggstatic, eggsplorer, eggsplosive, and eggstreme).
  • Provide a sentence frame to help students create their Easter puns. For example: The bunny was ____ and ____.
  • Allow students to make Easter greetings instead of puns.
  • Underline the key words for the puns on the worksheets.
  • Provide multiple choice options for answers to questions A–D on the Bad Hare Day Easter Puns and Eggciting Easter Puns worksheets.

Enrichment:

  • Ask students to create a humorous Easter greeting card with puns for the title and message inside.
  • Allow students to create puns about a topic of their choice.
  • Challenge students to use their knowledge about written puns to create visual puns.
(5 minutes)
  • Tell students to write their own Easter puns in the Write It! sections of the Eggciting Easter Puns and Bad Hare Day Easter Puns worksheets.
  • Collect the worksheets and use their answers as a formative assessment of their understanding of puns and their ability to create Easter puns.
(2 minutes)
  • Explain to the students that, while they only discussed Easter puns, they will most likely read puns in literature. Many classic authors—such as William Shakespeare—have used puns in their writing to make their stories more exciting and humorous.
  • Allow students to share their favorite pun from the day. It can be their own pun or a pun from the worksheets.

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