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Mentor Teacher's Signature

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 Learning With Technology & Literature Lesson Plan

General Information
Name:
  Ashley Bulloch  
School/Mentor Teacher: Cook County Primary / Angela Williams
Grade Level: K
Subject Areas: Technology Integration, Language Arts, &  Fine Arts
Date Taught:
Total Duration of Lesson:
About 45 minutes

Title of Lesson
Eating Green Eggs and Ham with Sam-I-am

Primary Learning Outcomes (PLO)
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
Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.

B. Grade: K
Fine Arts
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
   4. Printer
   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
       URL: http://www.valdosta.edu/~djudd/paintlesson.html

Technology Connection
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

Procedures
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 them.  (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 picture 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?
 
Estimated Time:

About 10 minutes

Step Two: Teaching the Primary Learning Outcomes
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.  

Use 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 exploration 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 technology notebook).  Also save students’ pictures on disks [File--->Save As--->File name (give name with no spaces)--->Save as type (jpg or gif)--->Save in (A:)].  If possible save students' pictures on computers, just in case something happens to the pictures on the disks.

Estimated Time:
About 25 minutes

Step Three: Closure

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.)

Estimated Time:
About 10 minutes

Assessment the Primary Learning Outcomes
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.

Accommodation
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 this lesson plan 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 students 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 this 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 Pictures by Elementary Students
Paint Lesson developed by Ashley Bulloch for Kindegardeners at Cook County Primary/Elementary School

Book Title & Author for Paint Project
Green Eggs and Ham by Dr. Seuss
 Cover of Book
cover
Critical Thinking Questions from Paint Lesson
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? 



 
Answers & Comments to the Critical Thinking Questions by Students
1. He did not want to try them.

2. Tell them it tastes good and ask nicely.

Picture from the Paint Lesson made by Jaylnn 
Elementary Student's
Paint Picture
Jaylnn's picture

Description of Picture & Comments by Student about their Picture
This is a picture of a green ham and two green eggs.

 
 
Answers & Comments to the Critical Thinking Questions by Students
1. Because it did not smell good.

2. Open their mouth and shove it down their throat.

Picture form the Paint Lesson made by Terry
Elementary Student's
Paint Picture
Terry's picture
Description of Picture & Comments by Student about their Picture
This is a picture of green eggs and ham.