Learning with Technology & Literature Lesson Plan by Lindsey Wingate

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Learning With Technology & Literature Lesson Plan

General Information
Name: Lindsey Wingate
School/Mentor Teacher: Cook Primary/Stephanie Boykin
Grade Level: K
Subject Areas: Technology Integration, Language Arts, & Fine Arts
Date Taught: 10-13-04
Total Duration of Lesson: About 45 minutes

Title of Lesson
Learning With Technology & Literature

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: Arnold, Tedd. (1997). Parts. New York: Schloastic 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 Parts and URL: http://www.valdosta.edu/~lnwingat/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 young boy who thinks that his body is going to fall apart because stange things keep happening to his body.. After reading the book, Parts, 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 this book or any other books by Tedd Arnold?
2. Have you ever wondered why you feet do not fit in your shoes after wearing them for awhile?
3. Is there anything different you have ever noticed on your body? (Such as your feet peeling or your arms getting longer than the rest of your body.)
4. Can you tell me if you remember losing your first tooth and what kind of tooth was that called? (If you have not lost any of your teeth yet, what are the teeth called in your mouth?)

Relate lesson to students' lives today and/or future: Parts book will tell us some interesting facts about our body and different things we notice about our bodies while we are children. Explain to students that while reading this book, maybe they could different things that they have noticed about their body, such as thier arms, legs, feet, etc. In addition, the body information will be helpful for learning how the body functions and what to expect while growing up.

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. Why do you think the little boy's hair was falling out?
2. Why do you think the little boy's tooth fell out?

Estimated Time:
About 10 minutes

Step Two: Teaching the Primary Learning Outcomes
Read selected book, Parts, by Tedd Arnold, 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. What did the little boy find in his belly button?
2. What does the boy find on the bottom of his feet while playing in the sand?
3. Is the boy scared and if so, why is he scared?
4. What does he lose from his mouth?

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. If you were the little boy in this book what would you do if all those different things were happening to your body?
2. If you thought that your body was going to fall apart in a few days, what are some of the things you would do before your body fell apart?

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, Parts, 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 the ocean 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 student has trouble listening and cannot focus on one activity for more than just a few minutes. He tends to disrupt the class by getting out of his seat without permission and talking aloud. This is due to his short attention span.

2. Explain what you would add or change in this lesson plan to accommodate your special student?
I would make certain parts of the lesson shorter. By doing this, those that have a hard time paying attention will not be as likely to lose their train of thought.
I would read the book first. Once I did this I would explain to them that they will be drawing a picture of the book that was just read to them. I would let them try to use the computer first (paint program), but after they had tried that for awhile I would allow them to actually draw the picture onto paper. This way they will not only have worked with the computer, but they will have a paper drawing to show to others as well. Most students love to draw, so this would be a fun activity for them. However, kindergarten students need to be monitored closely on the computer. Teaching the students how to use the paint program is difficult.

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Reflections: (For Electronic Portfolio Standard #4 Multiple Instructional Strategies )
1. a. Describe and give examples of how your Paint lesson created learning experiences and activities that implemented a variety of instructional strategies.
The students learned how to use the paint program. Now the students will more than likely want to try it again. Each time they will perform better. This experience will be of good use for them if the child ever wants to paint a picture on the computer. Not only did they learn computer skills, but they learned that the body grows at different paces. I read them the book Parts, by Tedd Arnold. They really enjoyed the book and learned that getting older invloves getting bigger.
b. Describe and give examples of how your Paint lesson encouraged students' development of critical thinking and problem solving.
By trying the paint proram the students were able to try new buttons on the computer and learn what each button is used for. They learned how to come up with new and interesting ideas for picture drawing. They also thought about things like, why our teeth fall out and our arms get longer.
c. Describe and give examples of how students were engaged in learning and responded during your lesson. Give specific examples of what the students did to show they were engaged in learning during your lesson.
I involved the students by asking them critical thinking questions about the book and paint program. Both students would respond to the teacher after she would read each page of the book. The teacher knew that the kids were enjoying the book and paint program because they would ask questions and want to make their drawings like the book that was read.

2. Describe and give examples that illustrate how the students achieved each assessment of your lesson.
Both students were able to get into the paint program successfully. They asked questions and I let them try everything on their own, but if they needed my assistence it would be available.
Give the achievement level (satisfactory or unsatisfactory)
Satisfactory
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: Student was successful getting into the paint program, but had difficulty painting the picture.
        Student Two: Student was successful getting into the paint program, and was successful in painting the picture farely easy.

    B. Fine Arts:
Student assessed by the development of a picture using the drawing program.
        Student One: Student had the idea in her mind of what she wanted to draw, but it was hard for her to actucally draw her idea with a mouse.
        Student Two: Student had the idea in his mind of what he wanted to draw, and it was not that difficult for him to draw the picture with a mouse.

3. Describe what you would change or do differently if you taught this lesson again. (Give specific examples)
I would not teach this lesson unless I knew the student had basic computer skills already. For a kindergarten student on an average level of ability, it is very difficult.

Paint Pictures by Elementary Students
Paint Lesson developed by Lindsey Wingate for kindergarten at Cook Primary School.

Book Title & Author for Paint Project	Book Title by Author
Parts By: Tedd Arnold
Critical Thinking Questions from Paint Lesson	1. Why do you think the little boy's hair was falling out? 2. Why do you think the little boy's tooth fell out?

Answers & Comments to the Critical Thinking Questions by Students	1. He was getting old. 2. He did not brush them very good.
Picture from the Paint Lesson
Description of Picture & Comments by Student about their Picture	My picture has the little boy playing outside in the sand. I drew the sun and the grass and the sky. It kind of looks like the boy playing in the sand with his toys.

Answers & Comments to the Critical Thinking Questions by Students	1. Because he was growing up to be a grow up kid. 2. His tooth fell out because he was going to get more teeth. Bigger ones.
Picture form the Paint Lesson
Description of Picture & Comments by Student about their Picture	This is the little boys head, and I drew his hair too. I colored him the same color like the boy in the book.