The No David! lesson will integrate technology and language arts on the pre-kindergarten level. Students will learn basic writing functions of the computer and will respond to questions about a Paint picture and summary of No David!
Primary Learning Outcome:
Students will learn to use the mouse while operating the computer and write answers to questions about the story using a computer with teacher guidance. Students will also illustrate responses to questions presented in the Paint picture and summary about the book No David!
Strand: Basic Skills
Topic: Basic Skills
Standard: Operates basic technology tools and applications.
Standard: Utilizes technology tools to facilitate the writing process. 6.1 Uses computer-drawing programs to create picture stories with teacher guidance. 6.2 Creates simple words and phrases on the computer with teacher guidance.
Strand: Written Communication
Standard: Draws pictures and/or uses letters and phonetically spelled words to write about experiences, stories, people, objects, or events.
Standard: Responds to literal, inferential, and evaluative questions about literature.
Materials and Equipment:
Book, No David! By David Shannon, crayons, paper
Computer with Internet connection, printer, Microsoft Paint Program, writing program, and website: www.valdosta.edu/~jharris/paint.html
Introduce students to the book, No David! Read and discuss the book with the students. Show the students the Paint picture on the Internet (see URL below).
Lesson Materials to be Attached:
Copy of : No David! Web Page
Copy of website developed for this lesson plan.
Title: No David!
Website with Paint picture summary and questions.
Turn the students around to face the computer. Explain to them that you have created a page on the Internet about the book No David! Share your picture and summary of the story with the students.
Read the questions at the bottom of the summary to the students. Ask the students to illustrate an answer to the questions.
Demonstrate to the students the function of the keyboard and the mouse. After a brief demonstration, ask the students to find the letters on the keyboard to spell their names. Let the students type their names and use the mouse to scroll and point to their names. Assist the students when necessary.
Step Five (optional)
Show the students the Microsoft Paint Program. Allow the students to play in the program and use the various drawing tools.
Teacher will observe verbal and illustrative responses to the “No David!” questions.
Allow students who do not readily grasp concepts to simply illustrate responses to “No David!” questions.
For a student with Behavior Disorder, minor modifications can be made to accommodate his/her needs. First, clearly explain the rules of respect when another person is reading or talking. Then clearly define the consequences of violating this respect. When working at the computer, pair the student with Behavior Disorder with another child who exhibits good behavior. Allow all of the students to work in pairs so that the student with Behavior Disorder will not feel “singled out.” Give positive reinforcement for good work and working well with another person. To reward good behavior, allow the student special time alone on the computer to work with the Microsoft Paint Program during center time.
The No David! Paint Lesson was very effective. I taught the lesson to two students. Our classroom did not have a computer, so we had to go to the library to use the computer. Both students listened to the story in the beginning of the lesson. They were not distracted by the fact that there were other students in the library. I asked the students if their mother had ever had to tell them no and both responded that they always obeyed their mother and had never been told no. I asked the students for feedback about different things that David could have done to stay out of trouble and one student responded that he should obey his mother.
The students responded well to the lesson. They interrupted the story with giggles and smiles, which indicated to me that they were paying attention to the story. Both students drew a picture and openly communicated with each other about their pictures. As one student completed her drawing, I took her to the computer to demonstrate the various computer skills. The student immediately began drawing with the Paint Program and explored the tools of the program. Both students were eager to use the Paint Program and were able to type their names using the keyboard. After the lesson ended, both students requested to come back to the library to hear another story and to use the computer.
Both students demonstrate satisfactory performances on all aspects of
assessment. The students were able to respond to questions about
the story and were able to explain their illustrations. For example,
one student explained that she had drawn a picture of her mother, a friend,
and herself. Both students were able to find all of the letters of
their names on the keyboard without teacher assistance. The students
immediately began typing their names after I asked them to find the letters
of their names. Neither student needed assistance with the spelling
of her name. Both students were able to scroll and use the mouse
to point to various items in their Paint pictures. One student even
learned to go to "File" and "Create New" to open a new page in the Paint
Program. She was so proud of her achievement that she taught the
other student to do the same thing. Both students used the pencil,
paint brush, spray paint, paint bucket, and eraser with proficiency.
|Chelan responded that she could show her mother that she loved her by drawing her a picture. This is a picture of Chelan (left), her mother (center), and Chelan's friend Logan (right). Chelan's mother has hair shaped like hearts because Chelan loves her mom very much. Logan is taller than Chelan in the picture because Logan is much taller than Chelan in real life.||Logan drew a picture of herself (left) and her friend Chelan (right). Logan responded tha tshe could show her mom that she loves her by being nice to her friends. Thus, Logan decided to draw a picture of herself and her friend. The hearts above their heads show that they love one another.|