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Sweet Poetry on Valentines Day

from SOITA Learning Technologies

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Poetry is considered by many to be a romantic style of writing. What better day, then, to learn about poetry than on the most romantic day of the year?! In this session students will experience poetry in various forms, from sweet to silly. Students will discover different types of prose, and compose original poetry - all while learning a bit about the history of Valentine’s Day!

Program Rating

  based on 2 evaluation(s).


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About This Program

Cost

Multipoint: $100.00
Multipoint Premium: $100.00
Point to Point: $150.00
Point to Point Premium: $135.00
By Request: $150.00
By Request Premium: $135.00


This program is also available as a point-to-point video conference at a pre-requested date and time for $150 for CILC Members and $135 for CILC Premium members.

Length

45 minutes


Target Audience

Education: Grade(s) 3, 4, 5

Minimum participants:

No minimum

Maximum participants:

Maximum of 30 students.


Primary Disciplines

Social Studies/History, Language Arts/English, Writing


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Zoom



Booking Information

This program is also available as a point-to-point video conference at a pre-requested date and time for $150 for CILC Members and $135 for CILC Premium members.

Book it!

Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

We will not charge for programs cancelled due to nature, i.e., snow days. The full fee will be charged to sites that cancel with less than 48 hours notice.

About This Provider

Content Provider logo

 

SOITA Learning Technologies

Dayton, OH
United States

Our mission at SOITA is to provide educators instructional technology services that will assist them in optimizing student learning and achievement. SOITA offers several choices for professional development and student learning via distance learning. Visit http://www.soita.org

Contact:
Kim Carter
kim@soita.org
9377466333

Program Details

Format

Review the Pre-Program Activity
What do we know about Valentine’s Day?
How do you celebrate Valentine’s Day?
A brief history of Valentine’s Day
Trivia & Video
All About Poetry
What makes something a Poem?
Types of Poetry
Rhyming
Acrostic
Alphabet
Diamante
Shape/Concrete
Diamante
Haiku
Valentine Poetry Activity
Writing a Haiku
Brainstorming
Share Work
Conclusion/Wrap-up

Objectives

Students will:
Discuss the origin of Valentine’s Day.
Identify various elements found in poetry.
Collaboratively construct several “class” poems using different poetry formats.
Compare and contrast different types of poetry.
Determine their favorite poetry format(s).
Compose an original Valentine Haiku.

Standards Alignment

National Standards

NL-ENG.K-12.3 Evaluation Strategies
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

NL-ENG.K-12.4 Communication Skills
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

NL-ENG.K-12.5 Communication Strategies
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

NL-ENG.K-12.6 Applying Knowledge
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

NL-ENG.K-12.12 Applying Language Skills
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

State Standards

Ohio Standards
Language Arts

Grade 3
Range of Reading and Level of Text Complexity
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

Key Ideas and Details
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Fluency
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Craft and Structure
RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Grade 4
Range of Reading and Level of Text Complexity
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

Key Ideas and Details
RL.4.2 Analyze literary text development.
a. Determine a theme of a story, drama, or poem from details in the text.
b. Summarize the text, incorporating a theme determined from details in the text.

Fluency
RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Craft and Structure
RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Grade 5
Range of Reading and Level of Text Complexity
RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

Key Ideas and Details
RL.5.2 Analyze literary text development.
a. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic.
b. Summarize the text, incorporating a theme determined from details in the text.

Fluency
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Craft and Structure
RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.