Name: Amy Houston
Grade Level: Kindergarten
The Learning with the Rainbow Fish lesson could be used with children in Pre-K through third grades. This lesson is designed for kindergarten level students. The students will begin with a hands-on technology activity of a Paint picture with a summary of the literature story. The students will have the opportunity to explore the Microsoft Paint Program. This is a cross-curricular lesson integrating technology, art, and language arts skills.
*Primary Learning Outcome:
With teacher guidance, students will be able to use the mouse while operating the computer and develop a picture using a drawing program. Students will discuss questions about literature story. How do you use the mouse to make the page move up and down (scroll)? Describe how you made your picture on the computer. What do you think would have happened to the Rainbow Fish if he did not share his shining scales?
Strand: Basic Skills
Topic: Basic Skills
Standard: Operates basic technology tools and applications.
Strand: Visual Arts
Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Uses a variety of art materials and techniques to model, construct, and compose original artworks.
Strand: Written Communication
Standard: Responds to literal, inferential, and evaluative questions about literature.
It will take about 45 minutes to teach this lesson.
*Materials and Equipment:
1. Book, The Paperboy, by Dav Pilkey
2. Computer with Internet connection
3. Drawing program
5. Disks (one for each studentís picture)
6. Pencil and paper
Computer with Internet connection, printer, drawing program, and web site: http://www.valdosta.edu/~ahhousto/paint.html
Introduce students to the MS Paint picture and summary of the book, The Rainbow Fish, on the Internet (see URL above). Discuss the story, picture, and questions with the students.
About 10 minutes
Lesson Materials to be Attached:
Copy of: The Rainbow Fish Web Page
Copy of website developed for this lesson plan.
Web Link for Step One:
Title: The Rainbow Fish
Website with Paint picture summary and questions.
Teacher will read book, The Paperboy, by Dav Pilkey to students. Students will discuss answers to questions about the story. Questions: What do you think motivated the paperboy to get up so early in the morning to deliver the newspapers? What do you think would have happened to the newspapers if the paperboy did not get up? During this process teacher will give assistance when needed.
About 15 minutes
Show students how to open the Paint program and demonstrate some of the Paint tools. Students will explore with the Paint program and draw a picture about the story or questions. Save studentsí Paint pictures on disks. Print 2 copies of the studentís paint picture (one for student and one for technology notebook).
About 15 minutes
Students will discuss and share their drawing products with their peers.
About 5 minutes
Student will be assessed through observation while using
the mouse to control the computer and using the drawing program.
Satisfactory: Student is able to control the computer and use the mouse to view the Paint Web page and explore the drawing program.
Unsatisfactory: Student is not able to control the computer or use the mouse when viewing the Paint Web page and exploring the drawing program.
Studentís product will be assessed for answers to the
Satisfactory: Student is able to write or dictate answers that make sense to the presented questions in reference to the story.
Unsatisfactory: Student is not able to write or dictate answers that make sense to the presented questions.
Student will be assessed by the development of a picture
using the drawing program with or without the assistance of the teacher.
Satisfactory: Student is able to develop a picture through the use of the drawing program with or without the assistance of the teacher.
Unsatisfactory: Student is not able to develop a picture through the use of the drawing program with or without the assistance of the teacher.
The student I need to make special accommodations for has emotional and behavioral disorder. He had difficulty staying on task; however, he is academically at grade level. When working with this student, I need to use close proximity to assist the students in focusing on the directions and staying seated. Also, I should provide optional work areas that have less distractions.
The following web page will provide teachers with accommodations to assist students that have emotional and behavioral disorder.
and Behavioral Disorder
1. Describe and give examples of how the students were engaged in learning during your lesson. The first student appeared to be engaged in the lesson by stating that the rainbow fish would not have had any friends if he did not share his shining scales with the other fish. Also, the student said the motivation for the paperboy to get up so early to deliver the newspapers was so that the people would receive their newspapers to read. The second student appeared engaged in the lesson by stating that the rainbow fish would probably be sad because he would not share his scales with the other fish in the sea and would cause him to not have any friends. Also, this student stated that the people would not get their newspapers if the paperboy did not get up so early in the morning.(Tell what the students did to show they were learning during the lesson, e.g., students appeared to be engaged during the lesson when they discussed the different parts of the butterfly life cycle and asked questions about caterpillars and butterflies during the lesson. Give specific examples.)
2. Describe and give examples of how the students achieved the assessment of your lesson. The first student was received a satisfactory in the Technology Integration assessment. He was able to control the computer by using the mouse to use the Paint Web page to draw a picture of the paperboy's house and he included a window upstairs for the paperboy's bedroom. Also, he used the different options on the Paint program, e.g., the student changed from the pencil to the paintbrush, changed colors and used the eraserwhile drawing his house. The drawing was done without assistance of the teacher. This student would also receive a satisfactory in the Language Arts and Written Communication area. One critical thinking question I asked him was: "What do you think motivated the paperboy to get up so early to deliver the newspapers?" This student responded so that people would have their newspapers in the morning. This student would receive a satisfactory in the Fine Arts Visual Arts. This student was able to use the paint program to draw a picture of the paperboy's house and included a window upstairs for the paperboy's bedroom. The second student would receive a satisfactory in the Technology Integration. This student was able to control the computer by using the mouse in the Paint program to draw a picture of the paperboy's house. She was able to use the various features on the paint program to help assist in drawing the picture. She changed colors and used the different types of drawing tools (pencil, paintbrush, spray can) without assistance of the teacher. This student would receive a satisfactory in the Language Arts and Written Communication area. I asked her the critical thinking question: "What do you think would have happen to the newspapers if the paperboy did not get up?" She responded by saying, "the newspapers would not get to the people". This student would receive a satisfactory in Fine Arts Visual Arts. She was able to incorporate flowers and birds around the paperboy's house and she added a sun to the picture and stated that it was morning and the paperboy had already delivered his newspapers. (Tell how the students responded to your assessment. Be sure to include the students' achievement of satisfactory or unsatisfactory for the assessment for each of your QCCs. Give specific examples that illustrate how your students did for each part of the lesson's assessment.)
3. Describe what you would change or do differently if you taught this lesson again. (Give specific examples). While I read my story, I would discuss the book more as I read along to the students because there were several times that we had to refer back to the book for details. I would talk the students through new steps on the computer, instead of, initially doing it for them. For example, one student erased more than he intended and I went to edit and used the undo feature whereas, I should have talked him through the process and allowed him to do it himself.
Students' Scanned Pictures from Paint Lesson
Lesson Taught by Amy Houston with a Kindergarten Class at Hahira Elementary School
||1. What do you think motivated the paperboy to get up
so early in the morning to deliver the newspapers?
2. What do you think would have happened to the newspapers if the paperboy did not get up?
Jamie's Picture of The Paperboy's house
||1. "Because he knew he had to deliver the
newspapers and it was his job."
2. "The papers would not be delivered."
||This is a picture that Jamie drew of the paperboy's house. The window upstairs is the paperboy's bedroom where he and his dog sleep.|
Christine's picture of the Paperboy's house
||1. "People would have their newspapers in the morning."
2. "The newspapers probably would not get to the people."
||This is a picture that Christine drew of the paperboy's house. She also included birds, flowers and the sun to show that it was morning and the paperboy had finished his paper route.|
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