Transcript Be_My_Valentine_writing_activities_teacher_resource_4th_5th_grd.ppt

Be My Valentine!
Lesson ideas…
Acrostic poem examples
Poetry
idioms
Descriptive writing ideas
aughing
pen minded
ital part of my life
nchanting
unny
espectful
Can be myself
asy to get along with, enjoyable
ever spiteful
efender of others
alient, vital part of my life
ccepting
aughing
ncouraging
ever lets you down
rustworthy
deal person for me
ever spiteful
nchanting
I Love You More Than Applesauce
I love you more than applesauce,
Than peaches and a plum,
Than chocolate hearts and cherry tarts
And berry bubble gum.
I love you more than lemonade,
And seven-layer cakes,
Than lollipops and candy drops
And thick vanilla shakes.
I love you more than marzipan,
Than marmalade on toast,
Oh I love pies of any size,
But I love you the most!
By Jack Prelutsky
On the next slide, create your own Valentine poem using
Prelusky’s pattern. You will start with the phrase
“I Love You More Than…”
I Love You More Than...
I love you more than
Than
Than
And
I love you more than
And
Than
And
I love you more than
Than
Oh, I love
on toast,
of any size,
But I love YOU the most!
By Jack Prelutsky and
Hershey Kiss Paragraph
Title - HERSHEY KISS PARAGRAPH
Materials: Enough Hershey kisses for every student, computer, Word or PowerPoint.
The purpose of this writing assignment is to teach the students to write about sensory details, and
express their minds about the way they look at things.
Directions: Pass every student in your class a Hershey's Kiss. Set the Kiss down on their desks,
and tell the student's not to touch the Kiss, to leave it exactly where you placed it.
Next tell the students to imagine that they have never seen the piece of candy before and have
never heard of a Hershey's Kiss before.
Then have the students "Free Write" about what the device sat on their desk looks like to them,
except a piece of candy.
Next have the students to pick the object up, without opening it up, and on the same page "free
write" about what the object feels like to them.
Then have the students open the substance up and place it in their mouth and without writing "it
tastes like chocolate" "free write" about what it felt like, and tasted like in their mouth.
On the next PowerPoint slide or Word page, have the students put their free writing into a
paragraph, or essay.
After their paragraphs are written, go around the room and let the students share what they
thought the object placed on their desks looked, felt, and tasted like to them.
Valentine's Day Heart idioms
Have a heart! Use Valentine's Day to give your students an interesting opportunity to learn and use figurative language in
English.
Valentine's Day provides an excellent opportunity to introduce the concept of idiomatic language. This unit gives students an
occasion to extend their communicative competence in informal settings. It provides them with experience in learning and
using language "chunks“.
Lesson topic
Idioms with "Heart"
Vocabulary: feelings, generous, caring, giving, afraid, concerned, sympathetic, jealous, scared, nervous, worried, hurt
Concepts: Use of idiomatic language in English
Materials or Resources
to have a heart of gold - to care about other people
to have a big heart - to be giving, caring
to be cold-hearted -lacking in sympathy
to wear your heart on your sleeve- to let everyone know how you feel about someone
to cross your heart and hope to die -to promise
to cry your heart out - to cry a lot and feel really badly about something
to eat your heart out - to be jealous of someone
from the bottom of your heart - to really mean something
to have a change of heart -to change your mind
to have a heart - to be compassionate, to care about other people
to have your heart in your mouth- to be scared or nervous
to have your heart set on something - to really want something
to set your heart at rest - stop worrying about something
to be soft hearted - to be sympathetic
to take something to heart- to have your feelings hurt by something someone else says or does
Procedure
Print the idioms from the above list on the board. Students then brainstorm what each idiom sounds like it means. For example,
"to have your heart in your mouth" evokes a picture of someone with a Valentine-type heart in their mouth. By giving
examples of idioms in a sentence, elicit from students what each actually means. Students each pick an idiom to illustrate.
On the left side of the slide, they insert a picture of what the idiom sounds like it means. On the right side of the slide they
write the idiom and a definition with an original sentence.
Example
To have your heart in your mouth
To be scared or nervous
Tyler had his heart in his mouth when he asked
Alyssa to the Valentine’s Dance.