Learning Activity

My Name Poem - Formatting Text in a Document

Subject Area

Digital Literacy and Computer Science

Grade(s)

2, 3, 4, 5, 6

Overview

This activity will teach or reinforce students how to format their text in a word processing program using font size, bold, underline, italics, and center while writing an acrostic poem.

This activity was created as a result of the DLCS COS Resource Development Summit.

Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.R6

Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content

UP:DLCS18.2.R6

Vocabulary

  • video
  • audio
  • record
  • text
  • digital
  • multi-media

Knowledge

Students know:
  • devices can record pictures, drawings, videos, audio and text.
  • programs and applications can organize and help you edit pictures, drawings, videos, audio, and/or text.

Skills

Students are able to:
  • type, record audio and video, and draw in a digital environment.
  • organize text, audio, video, and or drawings in a digital environment.
  • record their learning into a digital device using video, text, and/or pictures/drawings.

Understanding

Students understand that:
  • they can show what they have learned using a digital resource such as video, audio, text, and or pictures/drawings.
  • because the work has been done in a digital environment, it can be easier to edit.
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.R6

Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content

UP:DLCS18.3.R6

Vocabulary

  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)

Knowledge

Students know:
  • a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.

Skills

Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.

Understanding

Students understand that:
  • everyone can be an author, producer, director, etc.
    • , using digital tools.
Digital Literacy and Computer Science (2018) Grade(s): 4

DLCS18.4.R6

Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content

UP:DLCS18.4.R6

Vocabulary

  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)

Knowledge

Students know:
  • how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.

Skills

Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.

Understanding

Students understand that:
  • everyone can be an author, producer, director, etc.
    • using digital tools.
Digital Literacy and Computer Science (2018) Grade(s): 5

DLCS18.5.R6

Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content

UP:DLCS18.5.R6

Vocabulary

  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)

Knowledge

Students know:
  • how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.

Skills

Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA standards.
  • review an authentic artifact to revise with new or additional information.

Understanding

Students understand that:
  • everyone can be an author, producer, director, etc.
    • using digital tools.
Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.R6

Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content

UP:DLCS18.6.R6

Knowledge

Students know:
  • feedback is important in a design process.

Skills

Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.

Understanding

Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.

Phase

During/Explore/Explain
Learning Objectives

Learning Objectives

The students will produce an acrostic poem in a word processing document.

The students will review and revise their acrostic poems using various digital tools.

Activity Details

The teacher will:

  • Direct students to open a word processing document.
  • Explain to students they will be creating an Acrostic Poem.
  • Show students an example of what their end product will look like.
  • Discuss as a whole group that they will focus on some formatting tools.
  • Explain the term formatting to the students.
  • Once the teacher is comfortable that students have an understanding give students step by step instructions orally with wait time in between each step.

Discuss with the students that they will change the way their words look - which is called formatting.

Students type the title "All About Me" at the top of their document and center it.

  • Type the letters of their name in Acrostic Format with font size 48 (can vary).
  • Think of a word for each letter of their name that describes or tells something about them.
  • Format their poem using the following specifications- according to teacher directions.
  • Make the first letter of each word capital.
  • Make the first letter a font size 48 (suggested may vary on teacher preference).
  • Make the first letter of each word Bold.
  • Make each word a different color.
  • Make the title Bold.

  Optional:

  • Insert clipart with images about themselves. Based on which word processing program is used students may use built-in clip art images or select from a shared folder containing images the teacher pre-selects for students to choose from.  
  • Allow students to do additional formatting on their poem to personalize their design.
Assessment Strategies

Assessment Strategies

Teacher observation of students working. 

  • Are they able to find the formatting tools with little assistance? 
  • Do the students need help with highlighting in order to apply a specific format?

If the teacher wants to do a formal assessment, students may submit work electronically using whatever tools are available, save to a shared folder, or have students print their work.

Teachers may use a checklist based on the directions given to the students to assess the final product for correct formatting.  

Variation Tips

Additional formatting can be added based on the teacher's preferences and the formatting tools you wish to reinforce. Such as making the first letter italic, underlined, or making each of the first letters a different color.  

Acrostic poems may be made from any other words based on a specific curriculum or unit of study the teacher may be covering.  

Background and Preparation

Background / Preparation

Create or find an example of an acrostic poem.  Students should already be familiar with writing an acrostic poem.  

Ensure computers are ready for work.  

Determine what word processing program students should use.

If the teacher is not sure which skills the students have mastered, it may be necessary to direct students on how to open the desired word processing program or a document. 

Decide what method students will use to turn in their completed work. (print to paper, share with the teacher, save to a shared location)

Approved Date

Owner (Author)

lwoolley
ALSDE LOGO

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