Wordplay poetry

Introduction

Funny poetry often uses wordplay, which is a clever manipulation of language, to surprise, confuse, and amuse readers. Poets twist meanings, bend sounds, and play with expectations to create humor. Wordplay happens when a poet manipulates language through puns, double meanings, sound patterns, or unexpected word choices to create humor. In this WebQuest, you will explore how poets use wordplay to be funny, smart, and memorable—and then try it yourself.

Task

By the end of this WebQuest, you will:

  • Analyze how wordplay creates humor in funny poetry
  • Identify different types of wordplay used by poets
  • Evaluate why certain poems are funny and effective
  • Create an original humorous poem using at least three wordplay techniques

Final Product Options:

  • A written poem with an explanatory commentary
  • A digital poster or slide deck analyzing wordplay in a selected poem
Process

Step 1: Discover Wordplay

Research the concept of wordplay and take notes on the following techniques:

  • Puns

  • Homophones and homonyms

  • Alliteration and assonance

  • Malapropisms

  • Double meanings

  • Nonsense words

  • Rhyme-based humor

Guiding Questions:

  • Why does wordplay make language funny?

  • How does sound contribute to humor?

  • Can wordplay be clever and meaningful?

Step 2: Explore Funny Poetry

Read and watch examples of humorous poetry. Focus on how the poet uses language rather than the topic alone.

Suggested Poets & Texts:

  • Shel Silverstein (Where the Sidewalk Ends)

  • Ogden Nash (short humorous poems)

  • Lewis Carroll (Jabberwocky)

  • Spike Milligan

  • Contemporary spoken-word poets using humor

Task:

Choose two poems and annotate them, highlighting examples of wordplay and explaining how they contribute to humor.

Step 3: Analyze & Reflect

Answer the following in short written responses:

  • Which type of wordplay appears most often?

  • Which poem do you find funniest—and why?

  • Does wordplay ever make a poem harder to understand?

  • How does humor affect your engagement with poetry?

Step 4: Create Your Own Funny Poem

Write an original humorous poem that:

  • Uses at least three different wordplay techniques

  • Is appropriate for a school audience

  • Is at least 12–20 lines long

Evaluation
Criteria  Excellent (A) Proficient (B–C) Developing (D)
Understanding of Wordplay Insightful and accurate analysis Clear but basic understanding Limited or unclear
Analysis of Poems Deep, thoughtful explanations Adequate explanations Minimal analysis
Creativity Highly original and engaging Some originality Little originality
Use of Wordplay 3+ techniques used effectively 2–3 techniques used Fewer than 2

 

 

Conclusion

Congratulations on completing the web-quest. Funny poetry proves that language doesn’t always have to be serious to be powerful. By exploring wordplay, you’ve seen how poets bend and twist words to surprise, entertain, and make readers think. Hopefully, you’ll never look at a “silly” poem the same way again—and you might even laugh at the genius behind it.

Credits

Poets and Texts Referenced

  • Silverstein, Shel - Where the Sidewalk Ends and other works
  • Nash, Ogden - Selected humorous poems
  • Carroll, Lewis - Jabberwocky (from Through the Looking-Glass)
  • Milligan, Spike - Selected humorous poetry

Resources Consulted

  • Poetry Foundation – Humorous and children’s poetry collections

  • British Council – Language and wordplay teaching resources

  • TED-Ed – Educational videos on language, humor, and poetry

Teacher Page

Overview

This WebQuest introduces students to wordplay as a literary device through the study of humorous poetry. Students analyze classic and contemporary poems, identify techniques of wordplay, and apply their understanding by creating an original humorous poem.The lesson balances close reading, critical thinking, creativity, and media literacy, helping students appreciate humor as a serious literary strategy.

Target Audience

  • Grade Level: Upper high school (Grades 10–12)

  • Subject Area: English Language Arts

  • Time Required: 3–5 class periods (45–60 minutes each)

Learning Objectives

By completing this WebQuest, students will be able to:

  • Identify and define multiple forms of wordplay

  • Analyze how wordplay contributes to tone, meaning, and humor

  • Evaluate humorous poetry using textual evidence

  • Create an original poem using intentional wordplay

  • Reflect on the relationship between language, sound, and meaning

Teacher Preparation

Before beginning:

  1. Review suggested poets and select age-appropriate texts

  2. Decide which final product options you will allow

  3. Prepare annotation tools (digital or print)

  4. Review school policy on using excerpts from copyrighted texts

Assessment

Use the provided rubric to assess:

  • Understanding of wordplay

  • Quality of analysis

  • Creativity and originality

  • Effective use of language

  • Clarity of presentation