The Biggest Valentine Ever by Steven Kroll - Teaching Tips

Once again Steven Kroll doesn't disappoint with this fun little story of Desmond and Clayton making the biggest valentine ever. They do however run into a little problem which in the end they figure out. Your students will love this Valentine's Day book!

Below are some teaching ideas to help make this a meaningful read aloud.

Reading level: 2.1

Theme/subject: Valentine’s Day,

Genre: holiday, getting along, conflict resolution

Suggested vocabulary/phrases: glared at each other, mischievous, lace doily

Reading skills and strategies:

• Asking questions – these are just possible questions or wondering from either the student or teacher
• Before –
• I wonder what the story is going to be about.
• I wonder what the biggest valentine is going to look like.
• I wonder if the two mice on the front make the valentine together.
• During –
• I wonder why they got so upset with each other.
• I wonder why they tore the valentine apart.
• I wonder if they will be friends again.
• I wonder if they will each give their teacher the valentine they made at home.
• I wonder if the teacher is going to like the new valentine.
• After –
• I wonder if the boys will argue like that again.

  **Remember to have your students answer/reflect their questions.

• Author's point of view – 3^rd person
• Author's purpose – entertain
• Evidence
• Mice don’t talk or go to school.
• Mice don’t celebrate Valentine’s Day.
• Beginning, middle, end – the most important event from each        
• Beginning –
• Desmond and Clayton worked together to make their teacher a valentine but then they started to argue about what it looked like.
• Middle –
• Desmond and Clayton made their own valentine at home but soon realized that their dad and uncle were right. A valentine made together was better than a valentine made on their own.
• End -  
• Desmond and Clayton made up and together made the biggest valentine ever to give to their teacher.
• Cause and effect  

1.      Why did Clayton and Desmond decide to work together to make a card for Mrs. Mousely? Because it was Valentine’s Day.

2.      Why did Desmond and Clayton glare at each other when they were making the valentine? Because they were arguing about the way the valentine looked and what each other did on it.

3.      Why did Clayton and Desmond tear the valentine in half? Because they were mad at each other.

4.      How come Clayton and Desmond didn’t like the valentine they were making on their own? Because they realized their friend was good at the parts they were not.

5.      How come Clayton and Desmond started talking to each other again? Because Desmond bumped into Clayton and they fell down.

6.      Why did Clayton and Desmond give each other high fives? Because they just finished making the biggest valentine ever.

• Character analysis - describe Clayton, describe Desmond {looks like, feelings, thoughts, character, how others think/see the character}
• Character changes –
• In the beginning – The mice were friends and were working on a valentine together
• In the middle – The mice were mad at each other because they didn’t like what the other did on the valentine they were working on together.
• In the end – The mice were friends again because they realized working together they were better.
• Compare & contrast
• Clayton and Desmond
• A valentine you made to a the  valentine Clayton and Desmond made
• Connections
• Text-to-self   
• Making things with your friends.
• Not liking what your friend is doing to your project.
• Text-to-text  
• This book to any for Steven Kroll’s Clayton and Desmond books.
• Drawing conclusions & inferencing – Why do you think Clayton got so upset about the way the valentine was turning out?
• Text clues – Both Clayton and Desmond were working on the valentine together doing what they wanted without a plan or taking about what they were going to do.
• What I know – Sometimes when people work together and they don’t have a plan, the other person might have a different idea in mind and therefore not like what the other one has done.
• My conclusion – I think Clayton got so upset about the way the valentine turned out because his idea of what it should look like was not what happened.
• Drawing conclusions & inferencing - Why do you think making the second valentine went better than making the first?
• Text clues – the first time they made a valentine they didn’t have a plan, but the second time they made a plan.
• What I know – I know having a plan works better than not having a plan.
• My conclusion – I think Clayton’s and Desmond’s second valentine worked better because they came up with a plan that they both agreed upon.
• Fact & opinion – about or within the story
• Facts
• Desmond and Clayton are friends
• Desmond and Clayton make a valentine together for their teacher.
• Desmond and Clayton get in an argument about the valentine.
• Desmond and Clayton make up and make the biggest valentine ever.
• Opinion
• Desmond and Clayton shouldn’t have torn the first valentine apart.
• Clayton shouldn’t have gotten so mad a Desmond.
• Desmond and Claytons new plan was the best.
• The valentines that Desmond and Clayton really weren’t very good.
• Main idea & details
• Main idea – The story is mostly about Clayton and Desmond making a valentine for their teacher.
• Details

1. Desmond and Clayton tried to make a valentine together but then it ended up torn in half.
2. Desmond and Clayton tried to make valentines by themselves but they weren’t turning out very good.
3. Desmond and Clayton finally came up with a plan and they made the biggest valentine ever.

• Plot - the turning point or climax in the story was when Clayton and Desmond came up with a plan before they made their valentine.
• Predict

1. What do you think the story is going to be about?
2. Do you think Desmond and Clayton are going to make up?
3. What do you think their valentine will look like this time?
4. Do you think Clayton and Desmond will make plans from now on?

• Problem & solution
• Problem – The problem was that Clayton and Desmond didn’t come up with a plan when they started their first valentine.
• Solution – Desmond and Clayton solved their problem by making a plan before they started their second valentine.
• Sequencing

1. Desmond and Clayton’s teacher has the class make valentines for Valentine’s Day.
2. Clayton and Desmond work together making a valentine in class.
3. Clayton starts to put down what Desmond has done on the valentine.
4. Clayton and Desmond tear their valentine apart.
5. Both Clayton and Desmond make their own valentine at home.
6. Both Clayton and Desmond don’t like the valentine they made at home.
7. Clayton and Desmond don’t sit next to each other on the bus.
8. Desmond tripped on the bus stairs and bumped into Clayton.
9. Clayton and Desmond decide to make a new valentine.
10. Clayton and Desmond come up with a plan.
11. Clayton and Desmond carried their valentine into the classroom and the class cheered and Mrs. Mousely was delighted.                     

• Story elements –
• Title – The Biggest Valentine Ever
• Author – Steven Kroll
• Characters – Clayton and Desmond
• Setting -  school and home
• beginning, middle, end
• Desmond and Clayton worked together to make their teacher a valentine but then they started to argue about what it looked like.
• Desmond and Clayton made their own valentine at home but soon realized that their dad and uncle were right. A valentine made together was better than a valentine made on their own.
• Desmond and Clayton made up and together made the biggest valentine ever to give to their teacher.
• problem & solution
• Problem – The problem was that Clayton and Desmond didn’t come up with a plan when they started their first valentine.
• Solution – Desmond and Clayton solved their problem by making a plan before they started their second valentine.
• Strong thought – someplace in the story that the reader has a strong reaction for example an “I knew it”, or “Don’t do it” type of moment while reading.
• Clayton starts putting down what Desmond has done on the valentine. What would you say to Clayton about what he is saying?
• Summarize
• Someone – Clayton and Desmond
• Wanted – wanted to make a valentine for their teacher
• But – but they then started to argue about it
• So – so they ripped it in half
• Then – then they decided to make a plan which
• Finally – finally helped them make a great valentine.
• Theme – the lesson, message or moral of the story
• Having a plan makes working together much better.
• Visualize – what do YOU picture…
• Desmond and Clayton got to make a valentine for their teacher. Visualize what your valentine would look like if you were going to make one for your teacher.

Here are some One Pager activities I created to go with this book.

You can find these One Pagers in the growing Holiday Bundle. This growing bundle already has 6 holiday books included and will continue to grow as I find more holiday books.

Happy reading!

1

It's Valentine's Day by Jack Prelutsky - Teaching Ideas

So many fun poems are included in this book. There are super short ones, and really long ones. Super silly ones and kind of sad ones. There is something in it for all of your students.

Even though it is holiday book, take the time and have a meaningful activity to go with it. Here are some ideas that I have come up with to extend the reading experience.

Reading level: 3.1

Theme/subject: Valentine’s Day, Holiday

Genre: poetry, general fiction

It’s Valentine’s Day

            Have students categorize the descriptions of inside and outside. If they don’t look at the pictures, have them draw those descriptions. Possible question to ask – What made the morning shine for the boy?

A Valentine for My Teacher

            Have students draw a picture of how the valentine in the poem is described and then have them draw what the teacher’s face would look like after getting the valentine.

A Valentine for My Best Friend

            Use this poem to talk about the senses and character. Have students find different words that they could categorize.

Our Classroom Has a Mailbox

            Have students explain why the girl is so nervous about how many valentines in the mailbox are for her. Have students explain what the girl means when she say she feels twenty stories tall.

I Made My Dog a Valentine

            Possible question – Would a valentine be wasted on a pet? Explain why or why not.

I Made a Giant Valentine

            Have students find the rhyming words and then add more to the list.

Oh No!

            Have the students explain why the boy is so mad.

My Special Cake

            Use this poem to talk about the author’s purpose or have them sequence everything he put in the cake.

There’s Someone I Know

            Have students explain how and why the character changed from the beginning of the poem to the end of the poem.

Mother’s Chocolate Valentine

            See if the students have a connection to this. Have they ever “sampled” a gift they gave someone?

I Love You More Than Applesauce

            Have the student study how this poem is written. Have them write a stanza or two of their own that follows how this poem was written.

Jelly Jill Loves Weasel Will

            Have students draw a portrait for each of the characters in this poem using their name as their starting point.

My Father’s Valentine

            Have students explain why the valentine got so small and what the boy could have done to keep it from getting so small.

I Only Got One Valentine

            Have students think about if they could only give/make one valentine what would it look like and who would they give it to. Have them make it.

These One Pager (one page for each poem) product is available in this Growing Holiday Bundle. Here is a preview of what is included for This book.

 The Growing Holiday Bundle will include One Pager activities for the different holiday books I find and want to include. The books included so far are:

Groundhog Gets a Say b Pamela Curtis Swallow
The Biggest Valentine Ever by Steven Kroll
Presidents' Day by Anne Rockwell
George Washington's Teeth by Deborah Chandra and Madeleine Comora
Abe Lincoln The boy who loved books by Kay Winters

Enjoy!

0

Pinkalicious by Victoria and Elizabeth Kann - Teaching Ideas

Pinkalicious and her mother decide to make pink cupcakes because it is too wet outside to play. Pinkalicious L*O*V*E*S pink cupcakes so much, she can't stop eating them, in fact, she eats so many she turns pink! Pinkalicious is so happy that she is pink, she is crying tears of joy. Her mother immediately takes her to the doctor where she is told that she must stop eating pink cupcakes and must start eating green healthy food. Pinkalicious will have none of that! She pretends to eat her dinner and sneaks one last cupcake before she goes to bed. When Pinkalicious wakes the next morning she feels a little strange so she looks in the mirror and discovers that she is no longer pink but RED! She screams at seeing herself this awful color and decides it is time to eat something green. In the kitchen she eats everything green she can find, pickles, okra, broccoli, and artichokes! When her parents come in they are pleased to see that Pinkalicious is her normal looking self again!

This is a super cute book with so many teaching opportunities. The following is a list of reading skills, strategies and ideas you can use to create a fun and engaging lesson for your students. 

As I was doing this review, my mind was whirling with tons of ideas so I created a skills and strategies packet to go along with the book. 

Reading level: 2.7

Theme/subject: individuality

Genre: humorous fiction

Suggested Vocabulary/phrases: Pinkalicious, refused, raspberry sorbet, pediatrician, Pinkerbelle, acute, pinkititus, peonies, pinktales, green with envy, peered, green relish, okra, artichokes, brussel sprouts, pink-a-boo

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story is about. I wonder if Pinkalicious is her name. {possible questions during} I wonder why the pink didn’t come off in the tub. I wonder what raspberry sorbet is. I wonder why she doesn’t like green food.  {possible questions after} I wonder if Peter will eat green food to change back. I wonder if they will make pink cupcakes again.  **Remember to have your students answer/reflect their questions.
• Author's point of view – First Person. Be sure to find 3 pieces of evidence to support this.
• Author's purpose – Entertain {evidence} Pinkalicious turned pink from the cupcakes, and then she turned red. All the bees and butterflies swarmed her because she looked like a peony. All these things are very silly and make an entertaining story.
• Beginning, middle, end - {most important event from beginning} Pinkalicious and her mom made pink cupcakes. {most important event from middle} Pinkalicious woke up pink. {most important event from end} Pinkalicious finally ate green food so she could be herself again.
• Cause and effect – Why did Pinkalicious and her mom make cupcakes? Because it was too wet outside to play. How come Peter didn’t want a cupcake? Because he was very picky. Why did Pinkalicious get very upset? Because she wanted another cupcake and her mother wouldn’t let her have one. Why did daddy wave an angry finger? Because she wanted another cupcake and wouldn’t go to bed. Why did she turn pink? Because she ate too many cupcakes. Why did her dad give her a bath? Because he thought she played with markers. Why did Pinkalicious cry when she was pink? Because she thought she looked beautiful. Why did a bee land on her nose? Because it thought she was peony. Why did Pinkalicious want to go home? Because she was surrounded by bees, birds and butterflies. Why was Peter green with envy? Because he wanted to be pink too. Why did Pinkalicious turn red? Because she ate one last cupcake. Why did Pinkalicious decide to eat green veggies? Because she wanted to be herself again. Why was Peter pink? Because he ate the rest of the pink cupcakes.
• Character analysis - describe Pinkalicious {looks like, feelings, thoughts, character}
• Classify & categorize – Food – pink food and green food.
• Compare & contrast – you and Pinkalicous
• Connections - {possible text-to-self connections} making cupcakes. Loving the color pink.  {possible text-to-text connections} Connect this book with A Bad Case of Stripes by David Shannon. Each book has the main character changing colors.
• Drawing conclusions & inferencing – Why do you think eating green vegetables is the only thing that would make Pinkalicous become herself again? {text clues} All she was eating was the cupcakes. She pretended to eat her dinner. The doctor said it would. {what I know} If I eat too much sweet unhealthy food I start to not feel good. Fruits and vegetables are good for you. {my conclusion} I think the green vegetables were the only thing that would turn Pinkalicious back to herself because eating healthy makes you feel better.
• Fact & opinion - {fact} It was a rainy day. Pinkalicious and her mom made pink cupcakes. Pinkalicious ate Peter’s cupcake. Pinkalicious had to go to the doctor. Pinkalicious turned red.  {opinion} Pink cupcakes are the best. Green veggies are gross. Pinkalicious looked silly being red. Peas are the best green vegetable. Pinkalicious acted mean when she stuck her tongue out.
• Main idea & details - {main idea} After eating too many cupcakes, Pinkalicious turned pink.  {details} Pinkalicious had to go to the doctor because she was pink. Peter wanted to be pink too. Pinkalicious was told to eat green vegetables to turn herself back. Pinkalicious was as pink as the pink peonies at the park.
• Plot - the turning point or climax in the story was when Pinkalicious turned red.
• Predict – What do you think the story is going to be about? What do you think Pinkalicious’s dad is going to do when he sees her pink? What do you think her mother will do? How do you think Pinkalicious thinks she looks? What do you think the doctor is going to tell them? What do you think Pinkalicious is going to do after she turns red? What do you think happened to the rest of the cupcakes?
• Problem & solution - {problem} Pinkalicious turned red. {solution} She ate green vegetables to turn back.
• Sequencing – Pinkalicious and her mom made cupcakes. Pinkalicious ate a bunch of cupcakes. She asked for more cupcakes after her nap. After dinner she ate more cupcakes. The next morning she turned pink. Here dad gave her a bath. Her mother took her to the doctor. They went to the park. They came home from the park. She pretended to eat her dinner. She snuck one last cupcake. When she woke up in the morning, she was red. Pinkalicious ate all the green vegetables. She turned back into being her. Peter ran into the room and was pink.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Summarize - {someone} Pinkalicious {wanted} wanted to eat more cupcakes {but} but her mom wouldn’t let her {so} so she pretended to eat dinner but {then} then ate a cupcake. She ate so many pink cupcakes she {finally} finally turned pink!
• Theme – It is important to eat healthy.
• Visualize – Pinkalicious LOVED pink and when she ate too many pink cupcakes she turned pink. Visualize what color you would want your cupcakes. What would you look like if you ate too many of those cupcakes?

* Vocabulary - 5 pages
* Author's Point of View - 2 pages
* Author's Purpose - 1 page
* Beginning, Middle, End - 5 pages
* Cause and Effect - 8 pages and 1 key
* Classify & Categorize - 6 pages
* Character Analysis - 3 pages
* Compare and Contrast - 3 pages
* Text-to-Text Connections - 2 pages
* Drawing Conclusions/Inferencing - 3 pages
* Fact and Opinion - 2 pages
* Main Idea and Details - 6 pages
* Plot - 3 pages
* Problem/Solution - 5 pages
* Sequencing - 9 pages plus 2 keys
* Story Map - 3 pages
* Visualize - 1 page
* Writing paper - 2 pages

Happy Reading!

0

Arthur's First Kiss by Marc Brown - Teaching Ideas

Oh dear! Arthur is so nervous about going to Muffy's Valentine's Day party because he does not want to play the kissing game! When he gets to the party Buster assures him that they won't be playing the bottle kissing game, but what Arthur doesn't know is that they will be playing a different kissing game. Muffy and Francine have it all planned out. Arthur is told that he must pick a name first, he does and it is his name. Arthur gets blindfolded and put into the garage. Francine picks next and pulls her name. Excitedly, Francine heads to the garage so she can kiss Arthur. Meanwhile, Arthur's sister DW has taken Arthur's dog Pal for a walk. She stops by the party and looks in the window. DW sees what is happening and comes to Arthur's rescue. She sends Pal into the garage and when Pal sees Arthur he gets all crazy and starts kissing Arthur. To Arthur's delight he finds that it is Pal kissing him and to Francine's dismay she hears DW yelling, "Run for your life!" Needless to say, Arthur brings home a big slice of cake for DW to thank her for saving him from having to kiss Francine.

Who doesn't love Arthur? I sure do and I know this story is sure to delight all of your students. Listed below are some skills and strategies that you can use to create activities to go with this book. I have created an Asking Questions Freebie for you to use if you students need practice with this.

Reading level: 1.8

Theme: Family, new life experiences, Valentine’s Day

Genre: Fiction, holiday fiction

Suggested Vocabulary: spin the bottle, snooping, bodyguard

Reading Skills and Strategies

• Asking questions - {possible questions before} I wonder what the story is about. I wonder who Arthur kisses.  {possible questions during} I wonder why Francine and Muffy are only writing Arthur and Francine's name on the papers. I wonder what spin the bottle is. I wonder what game they will play. {possible questions after} I wonder if Francine is mad because she didn't kiss Arthur. **Remember to have your students answer/reflect their questions.
• Author’s point of view - third person. Be sure to find 3 pieces of evidence to support this.
• Author’s purpose - entertain {evidence} Everyone went to a Valentine’s Day party. Arthur was really nervous about playing spin the bottle. Pal gave Arthur lots of kisses. All these things made a very entertaining story.
• Beginning, middle, end - {most important event from beginning} Arthur said that he was going to Muffy’s party. {most important event from middle} Francine and Muffy got papers ready for a kissing game and Arthur went first. {most important event from end} DW sent Pal in the garage to save Arthur.
• Cause and effect – Why was Muffy having a party? Because it was Valentine’s Day. Why was Arthur nervous about going to Muffy’s party? Because he didn’t want to play the kissing game. Why did Arthur turn beet red? Because DW said he looked handsome. Why did DW want to go to the party? So she could be Arthur’s bodyguard and protect him from Francine kissing him. Why did DW take Pal for a walk? Because Arthur asked her to. Why did DW put pal through the garage at Muffy’s house? So Pal could kiss Arthur and keep Francine from kissing him. Why did Arthur bring cake home for DW? Because she protected him from Francine.
• Character analysis - describe Arthur {looks like, feelings, thoughts, character}
• Compare & contrast – you and Arthur.
• Connections - {possible text-to-self connections} Going to a Valentine’s Day party at someone’s house. Being nervous about a game you don’t want to play. Having someone want to kiss you. Not wanting to kiss someone.
• Drawing conclusions & inferencing – Why did Muffy and Francine only write Arthur and Francine on the papers? {text clues} Francine really wanted to kiss Arthur. {what I know} If only 2 names are used, only those 2 names will be drawn. {my conclusion} I think they only put those two names because Francine really wanted to kiss Arthur and if it is only their names they will be the only ones picked.
• Main idea & details - {main idea} Francine wanted to kiss Arthur. {details} Arthur was very nervous about playing the kissing game. Francine and Muffy only put Arthur and Francine on the papers for the game. DW saved Arthur from being kissed by Francine.
• Plot - the turning point or climax in the story is when DW takes Pal for a walk and sees what is happening at the party.
• Predict – What do you think the story will be about? Will Arthur kiss Francine? Will DW take Pal for a walk? Do you think they will play the bottle kissing game? What do you think Francine and Muffy are doing in the corner? What do you think DW will do after she sees Arthur get a scarf put around his eyes? What do you think Pal will do?
• Problem & solution - {problem} Arthur was nervous about going to the party because he didn’t want to play the kissing game. {solution} DW let Pal into the garage to keep Francine from kissing Arthur.
• Sequencing – Muffy reminded everyone about her party. Arthur got ready for the party. Muffy and Francine were doing something in the corner. Arthur had to pick a name for the game first. Arthur was sent to the garage with a blindfold on. DW took Pal for a walk and peeked in the window at the party. DW sent Pal into the garage to save Arthur. Pal started kissing Arthur. DW yelled, “Run for your life” to Arthur. Arthur brought cake home for DW.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Summarize - {someone} Francine {wanted} wanted to kiss Arthur {but} but Arthur didn’t want to kiss Francine {so} so Muffy and Francine made a game that would make Arthur have to kiss Francine. {then} When DW saw what was happening she sent Pal in to save Arthur.

IT'S FREE!!

Happy Reading!

4

Roses Are Pink, Your Feet Really Stink by Diane deGroat - Teaching Ideas

Poor Gilbert! He had to eat alone at lunch and at recess everyone ignored him! How could his friends be so mean, especially on Valentine's Day? Unfortunately, Gilbert's problems all came about because of something he did. Gilbert wrote mean Valentine's cards to 2 of his classmates and then he didn't even sign his name on the cards, he wrote their names on the cards. Once Margaret and Lewis figured out that it was Gilbert that wrote the cards and wrote their names, everyone was mad at Gilbert. Thankfully, at the end of the day, his friend Patty asked why he did it. Gilbert finally explained that he wrote those mean things because Margaret was mean to him when she teased him about his glasses and Lewis was mean to him when the tweaked his nose. Margaret and Lewis never knew that the things they did hurt Gilbert's feelings. Now that everyone knew how each other felt, they all said sorry and had a wonderful Valentine's Day party, as friends.

This is a great Valentine's Day book with a great lesson! Listed below are the skills and strategies that you could use to create a meaningful lesson! I have created a Character Change freebie for you to use if your students need practice with this.

Reading level: 4.2

Theme: friendship, Valentine's Day

Genre: fiction, holiday fiction

Suggested Vocabulary: smiley eyes, tweaked

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story is about. Did he get a card that said his feet really stink? {possible questions during} How come Gilbert didn't say that he wrote those cards? Why doesn't Gilbert say he is sorry? {possible questions after} I wonder why the teacher never did anything about the problem. **Remember to have your students answer/reflect their questions.
• Author’s point of view - Third person. Be sure to find 3 pieces of evidence to support this.
• Author’s purpose - Entertain {evidence} It is a silly title. Animals don't go to school or talk and they never have Valentine parties. This is a very entertaining book.
• Beginning, middle, end - {most important event from beginning} Gilbert wrote poems to all his friends but wrote 2 mean poems to two people he thought were mean. {most important event from middle} Margaret figured out who wrote those cards. {most important event from end} Gilbert made new cards for Margaret and Lewis.
• Cause and effect - Why did Gilbert have to write Valentine poems? Because it was Valentine's Day. Why did Gilbert write about Patty's eyes? Because he thought she had smiley eyes. Why did Gilbert write mean poems to Lewis and Margaret? Because Lewis tweaked his nose and Margaret teased him about his glasses. Why did Gilbert not sign his names on the mean cards? Because he did not want Margaret and Lewis to know that he wrote them. How come Gilbert smiled to himself when he opened his cards? Because they said nice things about him. How come Margaret and Lewis were not happy? Because they got cards that said mean things. How come the class had to work in their notebooks? Because Margaret and Lewis were fighting. Why did Margaret and Lewis figure out who wrote the cards? Because they each got two cards from each other and nothing from Gilbert. Why did Gilbert eat alone? Because everyone was mad at him. Why did Gilbert make new cards for Margaret and Lewis? Because he was sorry about writing the mean cards.
• Character analysis - describe Gilbert {looks like, feelings, thoughts, character}
• Character changes - (beginning) Gilbert was happy in the beginning, he like writing the Valentine's Day poems. (middle) Gilbert was sad because everyone was mad at him because of the mean poems he wrote to Margaret and Lewis. (end) Gilbert was happy again because he said sorry and they had a great Valentine's Day party.
• Classify & categorize - Words to use in a Valentine's Day poem - nice words, mean words
• Compare & contrast - Gilbert's Valentine's Day party to your Valentine's Day party or one Valentine's Day Card to another Valentine's Day card.
• Connections - {possible text-to-self connections} Writing poems. Making Valentine's Day cards for kids in your class. Being left out because your friends are mad at you. Having someone write something mean about you.
• Drawing conclusions & inferencing - Do you think Margaret and Lewis knew they hurt Gilbert's feelings when they tweaked his nose and teased him about his glasses? {text clues} Margaret and Lewis only said sorry to Gilbert when he said something about it.  {what I know} Sometime people do and say things in a joking way and don't realize that they are actually hurting someone's feelings. {my conclusion} I don't think Margaret and Lewis knew they hurt Gilbert's feelings because he never said anything.
• Main idea & details - {main idea} Gilbert writing Valentine's Day cards, 2 of which were mean. {details} He wrote other students names on the cards because he didn't want them to know they came from him. Margaret and Lewis fought about the mean cards. Gilbert was alone and lunch and recess because his friends were mad that he wrote those mean cards.
• Plot - the turning point or climax in the story was when Patty asked Gilbert why he did it.
• Predict - What do you think the story is about? Did Gilbert write, "Roses are pink, your feet really stink" or did he get that? Do you think Margaret and Lewis will figure out who wrote those cards? What do you think they will do to Gilbert? Will Gilbert say he is sorry? How do you think Gilbert will fix this? What will Margaret and Lewis do once they find out why Gilbert wrote those mean cards to them? What do you think Gilbert will do at art time? Do you think the students will forgive Gilbert?
• Problem & solution - {problem} Gilbert was alone at both lunch and recess. {solution} Patty finally asked Gilbert why he did it.
• Sequencing - Gilbert wrote Valentine's Day cards. Gilbert writes 2 mean cards for Margaret and Lewis and signed each of their names on the cards. The kids read the cards in class. Gilbert was happy with his cards. Margaret and Lewis were not happy with their cards. Margaret and Lewis figured out who wrote those cards. Gilbert ate lunch by himself. Gilbert didn't have anyone to play with at recess. Patty asked Gilbert why he did it. Gilbert told her that Margaret and Lewis were mean to him. Margaret and Lewis both said sorry. Gilbert made new cards for Margaret and Lewis. They had a Valentine's Day party.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought - Even though Gilbert thought Margaret and Lewis were mean to him, he shouldn't have written a mean poem to them. What would you say to Gilbert to explain why he should write something nice even to people that are mean.
• Summarize - {someone} The class {needed} needed to write Valentine's Day poems for all  their classmates {but} but Gilbert thought 2 of his classmates were mean {so} so he decided to write mean poems to them. {then} Then, when Margaret and Lewis figured out who wrote the poems everyone got mad at Gilbert. {finally} Finally everyone said sorry.
• Theme - Valentine's Day is about love, even to people you may not like. It is important to find the good in people. Saying something nice about someone makes them feel good.
• Visualize - Visualize how Margaret and Lewis responded to each other when they thought they had each sent that mean poem. How would you have responded if you got a mean poem and you knew who sent it?

 Happy Reading!

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The Day It Rained Hearts by Felicia Bond - Teaching Ideas

Cornelia Augusta has a big heart and when it just happened to rain hearts one day, she knew just what to do, catch them! When she was done catching the hearts she took them home so she could start on the Valentine's Day cards she was going to make for her friends. She immediately went to work, the first thing she did was study each heart. She found that they were all so different and she wanted to make sure that she gave the perfect heart to each of her friends. Once she decided which heart would go to which friend she took extra care to create cards that would be just perfect for her friends. When she was done with the cards, she carried them to the mail box and sent them off. On Valentine's Day, Cornelia Augusta's friends all received their extra special card, made just for them by their good friend, Cornelia Augusta.

This is such a sweet story with a wonderful lesson. It really shows the kids that when you put a lot of thought into a gift, it makes that other person feel extra special.

The Day It Rained Hearts has a ton of wonderful teaching opportunities. Listed below are the skills and strategies that I think work perfectly with this story. I have also created a packet to go with it - I couldn't help myself :)

Reading level: 3.1

Theme/Subject: Valentine’s Day

Genre: holiday fiction

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story is about. I wonder how it rained hearts. I wonder why it rained hearts. {possible questions during} I wonder who gets the heart necklace. I wonder who the heart with the cotton ball is for. I wonder who gets the heart with the holes. I wonder who gets the painted paper with hearts. {possible questions after} I wonder what kind of Valentine’s Day cards she will make next year. **Remember to have your students answer/reflect their questions.
• Author’s point of view – Third person point of view. Be sure to find 3 pieces of evidence to support this.
• Author’s purpose – entertain {evidence} It never rains hearts. Animals don’t get mail and the illustrator drew some cute pictures. All these things make an entertaining story.
• Beginning, middle, end - {most important event from beginning} It rained hearts. {most important event from middle} Cornelia Augusta made Valentine’s Day cards for her friends. {most important event from end} Cornelia Augusta’s friends got their cards.
• Cause and effect – Why did Cornelia Augusta catch hearts? Because it was raining hearts. Why did she make Valentine’s Day cards? Because she caught so many hearts. Why did she study the hearts? Because she wanted to pick the perfect heart for each friend. Why did she cut holes in one heart? Because she wanted to make it look like Swiss cheese. Why did she mail the cards? Because she wanted her friends to get the cards. Why did Cornelia Augusta have to find other ways to make cards? Because it never rained hearts again.
• character analysis - describe Cornelia Augusta {looks like, feelings, thoughts, character}
• Compare & contrast – 2 different hearts
• Connections - {possible text-to-self connections} Making Valentine’s Day cards. Sending something in the mail. Getting a Valentine’s Day card in the mail. Having friends you want to send a Valentine’s Day card to. 
• Drawing conclusions & inferencing – Why do you think it was so important for Cornelia Augusta to pick the perfect heart for each friend? {text clues} Each Valentine card looked like or related to each friend. {what I know}When I get the perfect gift I know someone put a lot of thought into what they were going to get me. {my conclusion} I think Cornelia Augusta wanted to pick the perfect heart for each of her friends to show them how much they meant to her.
• Fact & opinion – {fact} It rained hearts. Cornelia Augusta collected the hearts. Cornelia Augusta made Valentine cards for her friends. Cornelia Augusta mailed her cards to her friends. {opinion} Raining hearts is cool! Using the mail is the best way to talk to someone. The heart necklace was the best Valentine’s Day card she made. Fat hearts are the best!
• Main idea & details - {main idea} Cornelia August made Valentine’s Day cards for her friends. {details} She collected hearts. She studied the hearts to find the perfect one for each friend. She cut holes in one of the hearts. She glued cotton on another heart.
• Plot - the turning point or climax in the story was when Cornelia Augusta decided which heart would be the perfect heart for each of her friends.
• Predict – What do you think the story will be about? What do you think Cornelia Augusta will do with the hearts? Who do you think she will make Valentine’s Day cards for? Who do you think the necklace is for? Who do you think the heart with the cotton ball is for? Who do you think the heart with the holes is for? What do you think Cornelia Augusta’s Valentine’s Day cards will look like next year?
• Sequencing – It rained hearts. Cornelia Augusta caught the hearts. She studied the hearts. She made a necklace. She made a heart with a cotton ball. Cornelia Augusta made a heart with holes in it. She made a painting and put hearts on it. Cornelia Augusta mailed her Valentine’s Day cards. Dog put on his necklace. Mouse opened his Valentine’s Day card. Turtle opened his card. Rabbit opened her card.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – Cornelia Augusta studied the hearts to make sure she picked the most perfect heart for each of her friends. Do you think she picked the most perfect heart for each of her friends? Why or Why not?
• Summarize - {someone} Cornelia Augusta {wanted} wanted to make Valentine’s Day cards for each of her friends {but} first she had to decide which heart would go to which friend {so} so she spent a long time studying them. {then} When she decided which heart would go to which person she {finally} finally made the cards.
• Theme – Creating the perfect gift for someone can make you feel very happy. Making something for someone is better than buying something. When you make something for someone, you put your heart into it.
• Visualize – Cornelia Augusta thought about or visualized each heart and how and why it would be perfect for each of her friends. Think of 3 people and visualize what your hearts would look like for each of those people.

 

 Included in the packet:
* Asking Questions - 2 pages
* Beginning, Middle, End - 5 pages
* Cause and Effect - 8 pages and 1 key
* Character Analysis - 2 pages
* Compare and Contrast - 3 pages
* Text-to-Self Connections - 3 pages
* Drawing Conclusions/Inferencing - 3 pages
* Fact and Opinion - 2 pages
* Main Idea and Details - 6 pages
* Sequencing - 6 pages plus 2 keys
* Story Map - 3 pages
* Strong Thought - 3 pages
* Visualize - 3 pages
* Writing paper - 2 pages

 Happy Valentine's Day!

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