K-12 Teaching and Learning From the UNC School of Education

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Learning outcomes

Students will:

  • complete rhyming patterns found in short poems.
  • complete Valentine poems and type them using a word processing program.
  • use correct spacing, capitalization, and punctuation.
  • print Valentine poems and decorate them.

Teacher planning

Time required for lesson

90 minutes

Materials/resources

Technology resources

  • computer lab with printer
  • word-processing program

Pre-activities

Read the children’s book, Roses are Pink, Your Feet Really Stink, by Diane DeGroat. Discuss that in the story, the students had to write Valentine poems for everyone in the class. Discuss how the poems in the story rhymed and how many lines they had.

Activities

  1. In computer lab, discuss the worksheet of incomplete Valentine poem ideas. Get the students to give examples orally of ways to complete the poems and make them rhyme. Have students notice the rhythm of the words and syllables.
  2. Students then type at least 3 of the 12 poem examples. They align the first lines of each poem. They start each line with a capital letter and end each line with the appropriate punctuation mark.
  3. Students save their work and print out a copy to embellish.
  4. Students can trace hearts or freely draw heart shapes over the poems. Then they cut them out. They decorate with other common symbols of Valentine’s Day.
  5. Students can give these Valentines to anyone they choose.

Assessment

  • Examine the student work for use of capitals, punctuation, correct spelling, completion, and alignment.
  • Examine the finished Valentines for overall decoration and appearance.

Supplemental information

Comments

Variation: Clip art can be added to poems at the computer.

  • Common Core State Standards
    • English Language Arts (2010)
      • Language

        • Grade 2
          • 2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2.L.2.1 Capitalize holidays, product names, and geographic names. 2.L.2.2 Use commas in greetings and closings of letters. 2.L.2.3 Use...
        • Reading: Literature

          • 2.RL.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

North Carolina curriculum alignment

Computer Technology Skills (2005)

Grade 3

  • Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
    • Objective 3.03: Use word processing as a tool to write, edit, and publish sentences, paragraphs, and stories. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing

English Language Arts (2004)

Grade 3

  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.03: Read a variety of texts, including:
      • fiction (short stories, novels, fantasies, fairy tales, fables).
      • nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).
      • poetry (proverbs, riddles, limericks, simple poems).
      • drama (skits, plays).
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.10: Explore technology as a tool to create a written product.