Learning with Technology & Literature Lesson Plan by Angela Gilbert

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Learning With Technology & Literature Lesson Plan

General Information
Name: Angela Gilbert
School/Mentor Teacher: Hahira Elementary/Melissa Stephens
Grade Level: K
Subject Areas: Technology Integration, Language Arts, & Fine Arts
Date Taught:
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: Pendziwol, J. (1999). No dragons for tea: fire safety for kids (and dragons). Canada: Kids Can Press Ltd.
   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/~argilber/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 No Dragons for Tea: fire safety for kids (and dragons) and URL: http://www.valdosta.edu/~argilber/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 little girl who bumps into a dragon and invites him to spend the day with her and have tea at her house, where he accidentally sneezes and sets the house on fire. After reading the book, No Dragons for Tea: fire safety for kids (and dragons) 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 a book about fire safety before?
2. If you were able to meet a dragon what would you invite him to do?
3. Would you like to have tea with a dragon?
4. Can you tell me something about fire safety procedures?

Relate lesson to students' lives today and/or future: No Dragons for Tea: fire safety for kids (and dragons) book will tell us some interesting facts about who to call and the correct procedures to follow in the event of a fire emergency. Explain to students that while reading this book, maybe they could locate the fire exit in the classroom. In addition, the fire safety information will be helpful for their everyday activities at home and at school..

Students control 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. If you were the author how would you have this story end?
2. What would you do if a room in your house was on fire?

Estimated Time:
About 10 minutes

Step Two: Teaching the Primary Learning Outcomes
Read selected book, No Dragons for Tea: fire safety for kids (and dragons), by Jean Pendziwol 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 girl and the dragon have for a snack?
2. How did the fire start?
3. Who dialed 911?
4. How did the girl and the dragon get out of the house?
5. Was the dragon upset about the fire? If so, why?

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 a dragon, what snacks would you like to eat and what games would you like to play?
2. If you were a firefighter, how would you stay safe when fighting fires?

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, No Dragons for Tea: fire safety for kids (and dragons), 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.") One student is developmentally delayed and not able to perform as well as other students with some of his motor skills. This lesson would be difficult for him, because he would have problems manipulating the mouse to create a picture in the paint program.

2. Explain what you would add or change in this lesson plan to accommodate your special student? I demonstrated for him how to access the paint program so he can go there and practice using the mouse and drawing, but for this lesson I would draw an out line of his picture for him and let him use the the tools in the program to color the picture and add simples shapes to make the his picture more peronalable.

<>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.

This lesson created good experiences and pratice for the students to navigate the mouse and control the computer.
This lesson revisited their prior knowledge of fire safety and also helped them learn new facts about fire safety.
The students were able to create their own picturesfrom their favorite part of the book by using teacher instruction and examples.

b. Describe and give examples of how your Paint lesson encouraged students' development of critical thinking and problem solving.

I asked the students if they were able to spend the day with a dragon, what would they like to do with him. By asking this question, the students really have to use their imagination and think outside of everyday play. How often is it you are able to play with a dragon, anything can be possible.
Asking what to do in case of a fire, also challenges the students to think seriously about what they would do depending on where they were.

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.

The students would ask questions or guess what would happen before we read that page in the story.
The students were very engaged in that they listened carefully to the story and answered questions I asked them as we went through the story.

2. Describe and give examples that illustrate how the students achieved each assessment of your lesson.
Give the achievement level (satisfactory or unsatisfactory)
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: Satisfactory - The student was able to use the paint program software and mouse to draw their picture.
        Student Two: Satisfactory - The student was able to use the paint program software and mouse to draw their picture.

    B. Fine Arts:
Student assessed by the development of a picture using the drawing program.
        Student One: Satisfactory - The student was able to draw a picture using the paint program.
        Student Two: Satisfactory - The student was able to draw a picture using the paint program.

3. Describe what you would change or do differently if you taught this lesson again. (Give specific examples)

If I taught this lesson again, I would try to lower distarctions by making sure there were not other students in the library. My students handled it very well, but the other students became too interested and lurked around the computers.

Paint Pictures by Elementary Students
Paint Lesson developed for Kindergarteners at Hahira Elementary School

Book Title & Author for Paint Project	No Dragons for Tea: fire safety for kids (and dragons) by Jean Pendziwol
Cover of Book
Critical Thinking Questions from Paint Lesson	1. If you were a dragon, what snacks would you like to eat and what games would you like to play? 2. If you were a firefighter, how would you stay safe when fighting fires?

Answers & Comments to the Critical Thinking Questions by Students	1. If I were a dragon I would eat green beans, oranges, turkey, and candy. If I were a dragon I would like to play Candy Land, and jump rope. 2. If I were a fire fighter I would stay safe by wearing a mask, a helmet, a firesuit and using a hose.
Gabby's Picture from the Paint Lesson
Description of Picture & Comments by Student about their Picture	The little girl and dragon talking to each other at the beach.

Answers & Comments to the Critical Thinking Questions by Students	1.If I were a dragon I would like to eat chicken, apples, applesauce and pancakes. If I were a dragon I would like to play chinese checkers and tag. 2. If I were a fire fighter I would stay safe by wearing an oxygen mask, boots, and use a fire hose with water, becuase water puts out fire.
Shelbie's Picture from the Paint Lesson
Description of Picture & Comments by Student about their Picture	This is the little girl and the dragon playing in the sand.