Beacon Lesson Plan Library

Merry Easter

Deborah Maksymyk


Merry Easter? This activity is a fun way to incorporate holiday activities with age appropriate writing skills. The student creates a greeting card to a special person for a special holiday.


The student focuses on a central idea or topic (for example, excluding loosely related, extraneous, or repetitious information).

The student uses an organizational pattern appropriate to purpose and audience.

The student uses an effective organizational pattern and substantial support to achieve a sense of completeness or wholeness (for example, considering audience, choosing effective words, sequencing events; using specific details to clarify meaning).

The student generally follows the conventions of punctuation, capitalization, and spelling appropriate at fourth-grade or higher level [see benchmark LA.B.1.2.3 for specifics].

The student revises draft to further develop a piece of writing by adding, deleting, and rearranging ideas and details.


-Costume (partial of two holidays) for you, representing two different holidays.
-Greeting cards (old or new) of assorted holidays, one for each child
-Greeting cards representing the upcoming holiday on which you are focusing, one for each child. These can also be used or new cards.
-Stock paper for published version
-Newsprint for draft
-Your favorite poem to read to the class for review of poetry
-Coloring media for illustrating the published card
-Items to review verbs, nouns, conventions and subject/verb agreement
-Overhead and markers if you are modeling writing a poem instead of reading an already published one


1. Collect costume materials for two different holidays for you to wear at beginning of class.
2. Gather materials for the making of the cards.
3. Make copies of the checklist for each child (associated file.)
4. Have your favorite poem or have materials ready if you are going to model writing a poem. This may require an overhead if you are going to have the class participate in the writing of the poem.
5. Have assorted greeting cards—old or new ones for each child.
6. Have greeting cards for the upcoming holiday for which you are creating the cards for each child.


1. Dress in a contradictory costume for the upcoming holiday. Example: If it is Christmas you may want to wear a Halloween mask with red and green attire, emphasizing the colors of Christmas.

2. Ask the students what holiday you are representing with your outfit.

3. Explain the importance of logic, organization and details in all areas of life, especially writing.

4. Explain to the students that they are going to create their own greeting card/s for the upcoming holiday, focusing on the upcoming holiday, following a logical pattern in poetry, following correct conventions of punctuation, capitalization and spelling, as well as correct verb and noun forms, and subject/verb agreement.

5. Encourage students to share responses of their experiences when they may have approached a situation in an unorganized or illogical manner.

6. Record a few positive student responses in the areas of verb/noun forms, subject/verb agreement. Use these correct responses as examples of correct usage. Then, use the event or situation to emphasis the importance of being organized and using logic, even and especially in writing.

7. Review correct conventions of punctuation, spelling and capitalization.

8. Review definition of noun and verb, giving examples of each.

9. Review subject/verb agreement.

10. Discuss focusing on a topic, such as your outfit. Elicit responses on how you did not focus on the topic of Christmas (or the holiday for which you are doing this) and how important it would have been to do so.

11. Distribute to children a store-bought greeting card. Tell them for which holiday the card was made. Ask them to determine whether the author stayed on the topic. Now pass out assorted cards for different holidays. Ask the students to identify the holiday for which the card was written.

12. Using the cards they have, tell the children to read the poetry inside and concentrate on the pattern of each card. Review poetry at this point, reading your favorite poem and discussing elements or using an overhead, model creating a poem maybe including the class in the process.

13. Distribute plain paper to each child. Tell them to make a column for the following: Verbs, Nouns, subject/verb agreement, punctuation, spelling, and capitalization.

14. From both cards ask the students to identify and place a check beside each area if the cards contain verbs, nouns, subject/verb agreement, and correct conventions. Tell them to respond whether the author has an organizational pattern and has focused on the topic.

15. Tell the children to think of someone special to whom they would like to send this holiday card.

16. Have the students draft a card to their special someone.

17. Monitor children as they draft.

18. Let students peer-review the cards before they publish, reminding them to include the items they checked from store-bought cards. They may use the checklist they used from the practice of the two different cards you passed out in step 11.

19. Distribute stock paper to each child and allow publishing.

20. Give each child a checklist you copied from the associated file.

21. Students turn in card with the checklist (see associated file) attached. These will be used for assessment.


Note: This lesson assesses only a portion of this standard as outlined below.

Students produce a greeting card that will demonstrate the ability to:
- Draft and revise writing in cursive
- Focus on the topic
- Follow a logical organizational pattern
- Follow the conventions of punctuation, capitalization, and spelling
- Follow correct verb and noun forms
- Follow correct subject/verb agreement

Formatively assess the greeting card using the criteria outlined in the checklist (See Associated File.) Monitor students as needed. Provide feedback to students not receiving more than three checks on the checklist. Give students the opportunity to revise the greeting card.


Some students may need assistance in drafting and creating a card. Peer grouping may be used to accomplish this.
As an extension to the lesson, children would address an envelope in which they will send their published card/s, focusing on correct conventions of spelling, capitalization, punctuation, cursive writing, and subject/verb agreement.

Attached Files

Card Checklist     File Extension: pdf

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