General Information
Name:
Anna Lee Griffis
School/Mentor Teacher:
Cook Primary School/Mrs. Kay Powell
Grade Level: Kindergarten
Subject Areas: Technology Integration, Language Arts, &
Fine Arts
Date Taught: Tuesday, February 17, 2004
Total Duration of Lesson: About 45 minutes
Title of Lesson
Computer
Paint Program Reading and Technology Lesson
Primary Learning Outcomes
(PLO)
The primary learning outcomes to be achieved with this lesson include:
A. With teacher guidance, student will be able to use the mouse while
operating the computer
B. With teacher guidance, 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: Henkes, Kevin. (1991) Chrysanthemum. New York:
Grennwillow Books
2. Computer with Internet connection
3. Computer drawing program
4. Printer
(if available)
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 Brown Bear, Brown Bear,
What do you See? designed by Anna Lee Hastings
URL: http://www.valdosta.edu/~alhastin/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, Chrysanthemum,
is about
a young girl named Chrysanthemum
who is starting school for the first time and her new classmates are
surprised that she has such an usual name. After
reading the book, Chrysanthemum,
have students draw a picture on the
computer using a drawing program about the part of the book that they
liked
best .
Introduction questions: (Four or more)
1. Chrysanthemum has a long name. Do any any of you have a long
name that is hard to write or hard to spell?
2. Has anyone ever been teased by someone? How did that make you
fell?
3. Have any on you ever used the drawing program on the computer?
4. How do you think you could use the
drawing program for other activities?
Relate lesson to students' lives today and/or future: The book
Chrysanthemum is a
book with a special character who has an unique and interesting name
and she learns that she is a special person because of her name. Explain to students that while
reading this book,
maybe they could be thinking about their own name and what they think
that their name means or how their name makes them special (maybe their
parents told them how they came up with the name).
Have students go to your Paint picture website
and explain that you have made a picture on the computer as an
example
of one of your favorite books,
Brown Bear, Brown Bear, What do you see? by Bill Martin, Jr.
(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.) Briefly share your Paint
picture
and explain why this book is one of your favorite books.
Estimated Time:
About 10 minutes
Step Two:
Teaching the Primary
Learning Outcomes
Explain to the students that you have selected a special book, Chrysanthemum, by Bill Martin, Jr.,
that
you are going to read to them. After reading the book to the
students, then have students draw a picture using a drawing program on
the computer of their favorite part of the
story.
Teacher will
use
oral reading strategies, such as picture walk, to introduce the book to
students.
Check for understanding before going on: Teacher will discuss
story and ask questions while
reading
to students.
(List four or more questions to ask students while reading the book.)
1. What did Chrysanthemum's
classmates do to make her upset on the first day of school?
2. Do the other students in the class have "regular" names, or are
their names unique as well?
3. How did
Chrysanthemum's
feel after she learned what her music teacher's name was?
4. What do you think Ms.
Twinkle is going to name her child if it is a girl?
Provide practice and
feedback related to the primary learning outcomes: Teacher
will ask at least two critical thinking questions:
1. Why do you think
that
Chrysanthemum carried her good-luck charms with her on the third day of
school?
2. If you were being teased
by someone, what could you do to let that person know that they were
hurting your feelings?
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,
Chrysanthemum,
using a computer drawing program. During
this drawing process teacher 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
Have students discuss their pictures and explain how they made their pictures in the drawing program to you, and if possible to their teacher and peers. Have students discuss some of the interesting facts about names and being polite 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 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.
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.
Unsatisfactory: 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 needs special
attention. Describe the student in your class with special needs.
(Do not use the student's real name. You could refer to the
student
as "the special student.") My special needs student speaks
limited English and does not know how to read. She is, however,
very good with technology tools because she is allowed to play academic
alphabet games on the computer.
2. List the specific URL address of one Internet resource website, where you found information to assist you to work with your special needs student. Information for assisting special students: Developmental Delay Information Website
3. Explain what you would add to this lesson plan to accommodate your special student? Instead of requiring my special needs student to draw a picture which depicts her favorite part of the book, I could have her look at the cover of the book and try to draw the character Chrysanthemum, or if that is also too challenging, just have the special needs student draw her choice of picture using the computer drawing program, as long as she is able to manipulate the mouse.
Reflections
1. Describe and give examples of how you used
instructional strategies and the use of technology to encourage
students' development of critical thinking, problem solving, and
performance skills during this technology
integrated lesson.
As I allowed the students to practice using the mouse and scroll up and
down on my sample paint picture page, I talked to them about some of
the ways that we can use a computer (to do research, to type letters,
to play games, etc.) and tried to integrate the use of the computer
into their everyday lives. I also talked to the students about
the Internet and what a useful tool is can be for both students and
teachers.
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. (List
specific
examples (as evidence) that illustrate how your students
did for each
part
of the lesson's assessment.)
A. Technology Integration:
Student One:
Jakobe did really well controlling the mouse. He was also to
scroll up and down while we were visiting my sample web page. He
even tried clicking on the sample picture that I had made to see what
would happen (good exploration). Jakobe's performance was
satisfactory.
Student Two: Taylor was
little more unfamiliar with the computer than Jakobe (could have
something to do with availability at home). However, she was able
to control to mouse and scroll around on the sample web page and the
paint program. Taylor's performance was satisfactory.
B. Fine Arts:
Student One:
Although his picture was very basic, Jakobe was able to pick the right
tools, and with assistance, create a picture which depicts the
character from the story. Jakobe's performance was satisfactory.
Student Two:
Again, this picture is very basic, but Taylor was creative and took the
character from the story and placed her into a new situation (a more
familiar situation). Taylor's performance was satisfactory.
3. Describe what you would change or do differently if you taught
this
lesson again. (Give specific examples)
Although this was a good
lesson, I think that it could have been used for older students, as the
Paint program is difficult for beginner computer users to control and
understand. These two students did very well, but these two
students are also two very advanced students for this class. The
one that I might change is the quality of my sample paint picture. I
think that the students were disappointed with their pictures because
they were not as "fancy" as my sample.
Paint Pictures by
Elementary
Students
Paint Lesson developed by Anna Hastings for
Kindergarten students at Cook Primary School in Adel, Georgia
|
|
|
 |
Chrysanthemum
by Kevin Henkes |
|
|
1. Why do you think
that
Chrysanthemum carried her good-luck charms with her on the third day of
school? 2. If you were being teased by someone, what could you do to let that person know that they were hurting your feelings? |
|
|
1. "She wanted to have good luck" 2. "Tell the person that they are
hurting your feelings, or you can tease the person back." |
|
|
 |
|
|
"That is Chrysanthemum walking outside." |
|
|
1. "She thought that she
was going to have a bad day, like before."
2. "Tell the teacher." |
|
|
 |
|
|
"That is Chrysanthemum on her bike and some flowers, too." |