Book Title for Paint Project Where the Wild Things Are
by Maurice SendakCover of Book Critical Thinking Questions from Paint Lesson 1. If you were Max, would you go where the wild things are? 2. Why?
Name: Ashley May
School: Omega Elementary
Grade Level: Kindergarten
Annotation:
The Learning With
Paint And Literature lesson could be
used with students in Pre-K through third grades. This lesson is designed
for kindergarten level students. The students
will begin with a hands-on technology introduction activity of a Paint
picture example on the Internet. After reading and discussing the
book, Where the Wild Things Are,
students will develop a picture about the book using a computer drawing
program. This is a cross-curricular lesson integrating technology, art,
and language arts skills.
Primary Learning Outcome:
The primary learning outcomes to be achieved with this lesson include:
1. With teacher guidance, students will be able to use the mouse while
operating the computer
2. With teacher guidance, students will be able to develop a picture
using a drawing program on the computer.
3. Students will also be able to discuss questions about the literature
story.
These are questions that the students should be able to answer after
completing this lesson.
1. Show how you used the mouse to control the computer or how you used
the mouse when you worked on the computer.
2. Describe how you made your picture on the computer.
3. If you were Max, would you go where the wild
things are or would you go some other place? Why?
Assessed QCC:
Grade: K
Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.
Grade: K
Language Arts
Strand: Written Communication
39 Topic: Literature
Standard: Responds to literal, inferential, and evaluative questions
about literature.
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.
Total Duration:
It will take about 45 minutes to teach this lesson and for students
to complete the activity.
Materials and Equipment:
1. Book, Where the Wild Things
Are By Maurice Sendak
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 a lesson developed by Dr. Diane
L. Judd
Technology Connection:
Technologies that will be used in this lesson include: computer with
Internet connection, printer, computer drawing program, and website.
Procedures:
Step One
Introduction:
Have a small group of students go to a computer. Explain to students
that today we are going to read a special book and
draw a picture on the computer. The book that I am going to read
to you is about a
little boy who is sent to his room for misbehaving. He dreams of
going to a place where the wild things are and where he is King.
After we read the book, Where the Wild Things
Are, then you will get to draw a picture
on the computer about the part of the book that you liked best.
Have students go to your Paint picture website
and explain that you have made a picture on the the computer as an example
of one of your favorite books, Oh, the Places You'll Goby
Dr. Seuss(see URL below). (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 read the summary of your book to the students.
Estimated Time:
About 10 minutes
Lesson Materials to be Attached:
Copy of: Oh, the Places You'll GoWeb
Page
Annotation:
This website includes an example of a picture of a story developed
by using a computer drawing program. It also has a summary of the
story and a higher order thinking question.
Web Link for Step One:
Title: Oh, The Places You'll Go
Paint Picture & Story
URL: http://www.valdosta.edu/~achartle/paint.html
Annotation:
Website with Paint picture, summary, and higher order thinking question.
Step Two
Teaching:
Explain to the students that you have selected a special book that
you are going to read to them. After we read the book then you will
draw a picture on the computer of your favorite part of the story.
Teacher will read book, Where the Wild Things Are, to students.
Teacher will use oral reading strategies, such as picture walk, to introduce
the book to students. Teacher will discuss story and ask questions
while reading to students. At least two critical thinking
questions include: If you were Max, would you go where the wild things
are or would you go someplace else? Why?
Estimated Time:
About 15 minutes
Step Three
Guided Practice:
Assist students to open the drawing program and demonstrate how to
use some of the drawing tools. Students will have some exploration
time with the drawing program and teacher will assist when needed.
Estimated Time:
About 5 minutes
Step Four
Independent Practice:
Students will draw a picture of their favorite part of the book, Where
the Wild Things Are, using the computer drawing
program. During this drawing process
teacher will observe students and give assistance when needed. If
possible will print two copies of each student’s paint
picture (one for student and one for 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:)].
Estimated Time:
About 10 minutes
Step Five
Closure:
Students will discuss and explain their pictures to teacher
and peers. Ask students to tell about some of the things they liked
in the story. Ask students if they were going to draw another
picture, 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 their 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 5 minutes
Assessment:
Technology Integration K-5
Student will be assessed through observation while using the mouse
to control the computer and using the drawing program.
Satisfactory: Student is able to control the computer and use
the mouse to view the Paint Web page and explore the drawing program.
Unsatisfactory: Student is not able to control the computer
or use the mouse when viewing the Paint Web page and exploring the drawing
program.
Language Arts K-39
Student will be assessed for answers to the questions.
Satisfactory: Student is able to write or dictate answers that
make sense to the presented questions in reference to the story.
Unsatisfactory: Student is not able to write or dictate answers
that make sense to the presented questions in reference to the story.
Fine Arts K-3
Student will be assessed by the development of a picture using the
drawing program with or without the assistance of the teacher.
Satisfactory: Student is able to develop a picture through the
use of the drawing program with or without the assistance of the teacher.
Unsatisfactory: Student is not able to develop a picture through
the use of the drawing program with or without the assistance of the teacher.
Accommodation:
Links
for Accommodations for Special Students
1. The student has a visual impairment.
He does not need magnification, but he does need to be close to what he
is reading. He is eager to learn but gets easily frustrated when he is
not close to the material.
2. This is good reference site for teacher to use when working with students with visual impairments.
3. I will have the student sit closely to the computer screen and enlarge the text for him. I will allow him extra time to draw and give answers to make him more comfortable.
Reflections:
1. The story grabbed the students' attention from the very beginning.
They all seemed excited as they thought about where they would like to
go. The class got to write about the story during journal time.
They had a wide variety of reasons why they wanted to be on an island with
wild things. The 2 students I worked with in the paint program did
a wonderful job. They were shown separately how to use the paint
program and they both caught on very quickly.
2. Describe and give examples that illustrate how the students
achieved each assessment of your lesson. Give the achievement
level (satisfactory or unsatisfactory) for each assessment for
each
of your students. (Give specific
examples (as evidence) that illustrate how your students did for each part
of the lesson's assessment.)
a. Technology Integration:
Student One: After
a short introduction of the paint program, the student was eager to begin.
He had a little
trouble using the mouse until I told him to try using both hands to control
it. He is a great artist
and I think he did a satisfactory job.
Student Two: After
a short introduction of the paint program, the student slowly began drawing.
She also had
trouble with the mouse, but I showed her how to use both hands and that
helped her. She was
very maticulous about choosing the colors. She wanted them to look
exactly like the page in
the book. I think her work was satisfactory.
b. Language Arts:
Student One:
He wrote precise descriptions of what he wanted to do when he bossed around
the wild things.
He enjoyed the thought of being King and not having to listen to anyone.
I think the writing is an
an example of a high functioning student. He did a highly satisfactory
job.
Student Two:
She had to think for a few minutes before she wrote her answers. She enjoyed
the idea of playing
all day long on the island. Her writing is also on a high level.
She moved here from Mexico last year
and did not know any English. One year later she is performing at
an exceptional level.
c. Fine Arts:
Student One:
The student wanted to draw a scene from the book instead of creating his
own interpretation.
The components of his drawing are easily recognizable and the work
is beyond satisfactory.
Student Two:
The student altered her scene from the book. She felt that Max had
already left for the
island and that is why she did not draw him in the picture. I thought
this was a logical
conclusion on her part. I think she did a satisfactory job on her
picture.
3. Describe what you would change or do different if you taught this lesson again.
I would remember to tell the students that
they can use both hands on the mouse. I might let them take a little
longer to
think about the content of their drawing.
Other than that, I felt the lesson was a success.
Paint Pictures by Students
Paint Lesson developed by Ashley May for a kindergarten
class at Omega Elementary School
Book Title for Paint Project Where the Wild Things Are
by Maurice SendakCover of Book Critical Thinking Questions from Paint Lesson 1. If you were Max, would you go where the wild things are? 2. Why?
|
|
2. "Because they are wild like me and I can boss them around." |
|
|
 |
|
|
The picture is when Max is sailing to where the wild things are. A wild monster is coming up out of the water as Max approaches the island. M said, " I like the ship and the monster." |
|
|
1. "Yes" 2. "I would go there and play with the wild things if they were like XXX." XXX is a classmate. |
|
|
 |
|
|
The picture is of Max in his bedroom after his mother sends him there. The student did not put Max in the picture because she said he already left. Student S said, "I like Max's bedroom. I want a room like that." |
