Puppies for Sale Lesson Plan
Mindy Farinholt Valdosta State University  mrfarinh@valdosta.edu Georgia Learning Connections

Annotation
The book Puppies for Sale by Dan Clark could be used with children in K through second grades.  This lesson is designed for first grade level students.  The intent of this lesson is to create interest about the book Puppies for Sale through an integrated fine arts, language arts, and technology lesson.
 

Primary Learning Outcomes
Can students use technology to assist in the writing process?  Can students write or dictate answers that make sense to the presented questions in reference to the story?  Can students illustrate an original drawing in relation to the book?  Can students identify the main characters of the book?  Can students identify and properly use the basic tools of a computer?

Assessed QCC Standards
Grade: 1
Fine Arts
Visual Arts
2
Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Creates artworks (e.g., drawings, paintings, pottery, sculptures, prints, fiber arts, and mixed media art ) emphasizing one or more art elements (e.g., color, line, shape, form, texture) and the principle of repetition (pattern).

Grade: 1
Language Arts
Written Communication
23
Topic: Reading
Standard: Identifies the main characters.
37
Topic: Writing
Standard: Uses available technology to assist in writing.

Grade: 1
Technology Integration (DRAFT)
Basic Skills
1
Topic: Basic Skills
Standard: Identifies basic technology tools. 1.1 Uses appropriate and accurate terminology when communicating about basic technology components encountered in any learning environment. (Such tools might include CPU, monitor, mouse, keyboard, diskette, disk drive, CD-ROM, printer, headphones, remote control, barcode reader, cables, electrical outlets, projection device, VCR, other emerging technologies.) 1.2 Uses appropriate and accurate terminology when communicating about telecommunication tools encountered in any learning environment. (Such tools might include e-mail, Internet, satellite, video-conferencing, telephone.)
Productivity
6
Topic: Productivity
Standard: Utilizes technology tools to facilitate the writing process with teacher guidance. 6.1 Uses computer-drawing programs to create picture stories. 6.2 Uses word processing skills to type simple words and phrases. 6.3 Creates a simple word processing document with inserted images.

Procedures/Activities
Step:  1 Duration: About 15 minutes
Show the students the book, Puppies for Sale by Dan Clark.  Tell them they are going to take a picture walk of the book before you read.  As you turn each page, ask the students to predict what the story will be about.  After completing the picture walk, read the book to the students.  Ask the students to identify the main characters of the story.

Step:  2 Duration: About 20 minutes
Show the students the Paint picture on the Internet (see URL below).  Discuss the summary and possible answers to the questions with the students.  Discuss with the students the basic tools of the computer, such as the keyboard, the mouse, the monitor, and the printer.  After the parts are discussed ask the students to identify each part of the computer.  Students will then answer the questions listed on the web page and the answers will be typed by the students and/or with teacher assistance using a writing program.  Students will print out their answers.  During this process teacher will give assistance when needed.

Web Resources for Step 2
Title: Puppies for Sale Paint picture on the Web
URL: http://www.valdosta.edu/~mrfarinh/paint.html
Annotation: Website with Paint picture summary and questions.

Step:  3 Duration: About 10 minutes
After printing out their answers to the questions the students will illustrate an original drawing about the book Puppies for Sale on the same page as their answers.  They will use crayons to create their drawing.

Materials and Equipment
1. Clark, D.  (1999).  Puppies for Sale.  Franklin, TN:  Dalmatian Press. 2. crayons 3. paper 4. pencil 5. computer with internet access and a writing program 6. Paint picture web page 7. computer tools: mouse, keyboard, printer, and monitor

Total Duration
About 45 minutes

Technology Connection
Computer with Internet connection, writing program, printer, monitor, keyboard, mouse & web site: http://www.valdosta.edu/~mrfarinh/paint.html

Assessment
Student's product will be assessed for answers to the questions.

Student will be assessed through observation while using the basic tools of the computer. Student will be assessed by being able to use the computer to write words with or without the assistance of the teacher. Student will be assessed on the picture he/she illustrates. Student will be assessed on the identification of the main characters of the story. Accommodation
A website that I found to assist with a gifted student is:  http://www.kidsource.com/kidsource/content/challenging_gifted_kids.html

For students with exceptional needs, what changes can be made in instruction and teaching delivery to enhance student participation and learning? Each area below is a direct link to general classroom accommodations.

Non-readers     Physical Impairments     Sensory Impairments     Attention/Behavior

Each disability below is a direct link to general classroom accommodations specific for that disability.

    Autism
    Deaf - Blind
    Deaf/Hard of Hearing
    Emotional and Behavioral Disorder
    Mild Intellectual Disability
    Orthopedic Impairment
    Other Heath Impairment
        Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
        Tourette Syndrome
    Significant Development Delay
    Specific Learning Disability
    Speech - Language Impairment
    Traumatic Brain Injury
    Visual Impairment

Reflections
1.  Describe and give examples of how the students were engaged in learning during your lesson.
        The two students that participated in my first lesson were thoroughly engaged in learning throughout the entire lesson.  In the beginning of my lesson I took them on a “picture walk” of the book Puppies for Sale, by Dan Clark.  I asked them to look only at the pictures and to predict what would happen in the story.  Both students told me that the book would be about a boy with a hurt leg that wanted to buy a puppy at a pet store.  The predictions they told me were correct.  I then read the book to the students and as the predictions they had made were coming true they became very excited.  After reading the story, I let the children view my Paint picture about the book on my web page.  They were excited about the Paint program and the computer.  I then asked them to think about the questions that I wanted them to answer about the story.  You could see the wheels just spinning in their heads as they were thinking!
        After they finished their thinking, they dictated to me what they wanted to type on the computer.  After I finished typing their responses I instructed the students on how to print the page.  Both students followed the steps correctly and both could identify all of the parts of the computer.  After printing their responses both children illustrated an original drawing about the book Puppies for Sale.  Both drawings were very detailed and their answers to the questions were extremely descriptive.  Keeping their attention was not a hard task to accomplish because both students were extremely curious about everything!
2.  Describe and give examples of how the students responded to your lesson.
        The students responded unbelievably well to my lesson.  They were interested in everything I presented to them.  One incident in particular reminds me of just how intrigued they both were.  When I asked both students to identify the various parts of the computer they both became very excited.  Both students knew all of the parts and they both told me the names of other parts that I did not ask them to identify.  They just blew me away with their knowledge of technology at such a young age.  The students also enjoyed drawing a picture about the story.  Their individual drawings were very detailed.  I believe that the combination of fine arts and technology makes for a wonderful lesson when it is possible.  Children are infatuated with technology and they also enjoy being able to express themselves in their artwork.
3.  Describe and give examples of how the students achieved the assessment of your lesson.
        The students achieved the assessment part of my lesson with ease.  I assessed the students mainly through observation throughout the lesson.  The students were able to answer the questions in reference to the story. They were able to dictate their answers to me in an acceptable manner.  The children also were able to use the mouse to control the computer during the printing process.  They followed my instructions on how to print with no trouble at all.  The students could identify the parts of the computer and they were able to use the computer to type their names as well as other short words and phrases.  The children identified the main characters of the story and were able to recognize that each character had no proper name.  They were able to assign each character a name and explain why they choose that specific name.  Lastly, each child was able to draw a picture that related directly to the book Puppies for Sale.

      Some Final Thoughts
        My first lesson went well and my students were pleasures to teach.  The children were engaged in learning throughout my entire lesson.  They responded well to the activities of my lesson.  The students also achieved the assessment portion of my lesson and at times went beyond what I asked from them.  I was nervous about presenting my first lesson, but now I know that I am pursuing the right career.  Just being able to see their faces filled with interest and the wheels turning in their heads as they were thinking made all the nervousness I felt seem worthwhile.
 

This is Keeli's picture of her going to the pet store to buy the puppy from the store owner.

This is Jordan's picture of him walking his puppy.