Title of Lesson
Eating Green Eggs and Ham with Sam-I-am
Primary Learning Outcomes
The primary learning outcomes to be achieved with this lesson include:
A. Student will be able to use the mouse while operating the computer
B. Student will be able to develop a picture using a drawing program on the computer.
Related QCC Standards
A. Grade: K
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.
B. Grade: K
Strand: Visual Arts
3 Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Uses a variety of art materials and techniques to model, construct, and compose original artworks.
Materials and Equipment
1. Book: Seuss, D. (1988). Green eggs and ham. New York: Random House, Inc.
2. Computer with Internet connection
3. Computer drawing program
5. Disks (one for each student’s picture)
6. Pencil and paper (to make notes for lesson plan assessment and reflections)
7. Modification of lesson developed by Dr. Diane L. Judd
Technologies that will be used in this lesson include: computer with Internet connection, printer, computer drawing program, and website of Paint Picture & Story. Students will use computers to view examples of pictures developed with a paint program. Students will use a computer drawing program to draw a picture related to the story. Copy of my Paint website included with this lesson plan.
Website Title: Paint Picture & Story of Green Eggs and Ham and URL: http://www.valdosta.edu/~ambulloc/paint.html
Step One: Introduction
Have a small group of students go to a computer. Tell students that today you are going to read a special book to them and they will get to draw a picture on the computer. Explain that the book you are going to read is about a character named Sam-I-am and how he tries to convience his friend to try green eggs and ham, which he thinks he does not like. After reading the book, Green Eggs and Ham, have students draw a picture on the computer using a drawing program about the part of the book that they liked best.
Introduction questions: (Introduce
lesson topic/subject & find out students' previous knowledge with
four or more questions)
1. Have you ever read any other books written by Dr. Seuss?
2. Have you ever eaten green eggs and ham? If no, would you try them?
3. Would you ever eat food with an animal? If yes, what kind of animal?
4. Can you tell me a food you do not like to eat?
Relate lesson to students' lives today and/or future:
Green Eggs and Ham
book will tell us that just because we have not tried something does
not mean that we do not like it. It will help that students to want to
try something new. Explain to students that while
reading this book, they may remember a time when one of their friends
asked them to try a new food and they said no. Now the student may want
to think about taking the opportunity to try it next time.
Students contol the computer and go to your
Paint picture website. Explain how picture was developed on the
computer. Tell students they will draw a picture on the computer
about their favorite part of the book that you are going to read to
(Have students sit at the computer where they can control
the mouse and computer. Assist students, if needed, to scroll
up and down on Paint picture Web page.) Share your Paint
and story summary. Ask students one or more critical thinking
questions about the ending of the story.
Critical thinking questions about ending of story (one
or more critical thinking questions):
1. If you could change the ending of the story, what would you do?
2. How would you get someone to eat green eggs and ham?
About 10 minutes
Teaching the Primary
Read selected book, Green Eggs and Ham, by Dr. Seuss, to students. After reading the book to the students, have students draw a picture using a drawing program on the computer of their favorite part of the story.
oral reading strategies, such as picture walk, to introduce the book to
students. While reading the book to students, discuss story with
students and ask questions to check for understanding of story.
Check for understanding before going on: (List four or more
questions to ask students while reading the book.)
1. Have you ever seen green eggs and ham?
2. Do you think Sam-I-am likes green eggs and ham?
3. Do you think he will eat them with the fox or in the box?
4. Could you eat in the dark?
5. Do you think that since his friend has agreed to try them that he will like them?
Provide practice and
feedback related to the primary learning outcomes: Teacher
will ask at least two critical thinking questions and take
notes of students' answers for lesson assessment.
1. Why do yo think that Sam-I-am's friend said he did not like green eggs and ham?
2. How would you convience someone to eat food they think they do no like?
Guided Practice: Assist students to open the drawing program
and demonstrate how to
use some of the drawing tools. Allow students to have some
time with the drawing program and teacher will assist when needed.
Independent Practice: Students will draw a picture of their
favorite part of the book, Green Eggs and Ham,
using a computer drawing program. Tteacher
will observe students using the computer
and give assistance
when needed. If possible print two copies
of each student’s paint picture (one for student and one for your
notebook). Also save students’ pictures on disks
As--->File name (give name with no spaces)--->Save as type
or gif)--->Save in (A:)]. If possible save
students' pictures on computers, just in case something happens to the
pictures on the disks.
About 25 minutes
Students will discuss their pictures and explain how they made their pictures in the drawing program to you. Have students discuss some of the interesting facts about Sam-I-am that they found in the story. Ask students if they were going to draw another picture in the drawing program, what would they draw? Explain to students that most computers have drawing programs and maybe they could draw another picture at home or school. Teacher will review how to find the drawing program on most computers: Start --> Programs --> Accessories --> Paint
Tell students that you are going to put their picture on the Internet and they will be able to go on the Internet and share their pictures with friends and family. (If possible teacher should take brief notes during the lesson and concluding discussions for the lesson plan's assessment and reflections to be added later.)
About 10 minutes
Assessment the Primary
A. Technology Integration
Student will be assessed through observation while using the mouse to control the computer and using the drawing program.
Satisfactory: Student is able to use the mouse to control the computer to view the Paint Web page and to explore the drawing program.
Needs Improvement: Student is not able to use the mouse to control the computer to view the Paint Web page and to explore the drawing program.
B. Fine Arts
Student will be assessed by the development of a picture using the drawing program.
Satisfactory: Student is able to develop a picture through the use of the drawing program.
Needs Improvement: Student is not able to develop a picture through the use of the drawing program.
Links for Accommodations for Special Students
1. Select one of your students that has special needs from the conceptual factor information of your practicum class. Describe the student in your class with special needs in two or more sentences.. (Do not use the student's real name. You could refer to the student as "the special student.") The special needs student in my class that was paralyized from the waste down and is in wheelchair. The special needs student is able to transfer herself from her wheelchair to her classroom chair. She can also move around the classroom in her wheelchair without and problem..
2. Explain what you would add or change in
to accommodate your special student? I could assist the student
by selecting an area with plenty of room for the special needs
wheelchair to fit. I could also asist the student to transfer from the
wheelchair to a normal chair.
Reflections: (For Electronic Portfolio Standard #4 Multiple Instructional Strategies )
1. a. The lesson allowed the students to create a good experience with the computers and how to control a mouse.
b. The lesson allowed the students to review facts that they already know about things that happen during fall and learn new facts they may not have known.
c. The students were able to draw their favorite part of the book The students would also ask "what is going to happen next?" while I was reading the book.
2. Describe and give examples that illustrate how the
achieved each assessment of your lesson.
Give the achievement level (satisfactory or unsatisfactory)
List specific examples (as evidence) that illustrate how your students on each part of the lesson's assessment.
A. Technology Integration:
Student assessed through observation while using the mouse to control the computer and using the drawing program.
Student One: Satisfactory - The student was able to use the mouse and the paint program to create her picture with little assistance.
Student Two: Satisfactory - The student was able to use the mouse and the paint program to create his picture with no assistance.
B. Fine Arts:
Student assessed by the development of a picture using the drawing program.
Student One: Satisfactory - The student created her own picture using the paint program.
Student Two: Satisfactory - The student created his own picture using the paint program.
3. Describe what you would change or do differently if you taught
lesson again. (Give specific examples)
If I taught this lesson again, I would take the students to the classroom. The other teacher was teaching and it caused many distractions for the students I was teaching. I also felt like I was a distraction for the teacher and the entire class. The classroom only had one computer availible and I would perfer for each student to have their own computer.
Paint Lesson developed by Ashley Bulloch for Kindegardeners at Cook County Primary/Elementary School
||1. Why do you think that Sam-I-am's friend
said he did not like green eggs and ham.
2. How would you convience someone to eat food they think they do not like?
||1. He did not want to try them.
2. Tell them it tastes good and ask nicely.
||This is a picture of a green ham and two green eggs.|
||1. Because it did not smell good.
2. Open their mouth and shove it down their
||This is a picture of green eggs and ham.|