Name: Anna Perry
School: Lake Park Elementary School
Grade Level: 1st

Annotation:
The "Learning with Jimmy and His Boa" lesson could be used with students in Pre-K through third grades. This lesson is designed for First Grade level students. The students will begin with a hands-on technology introduction activity of a Paint picture example on the Internet.  This Paint web site includes a picture, a story, and a higher order thinking question.  After reading and discussing the book, The Day Jimmy's Boa Ate The Wash, students will develop a picture about the book using the a computer drawing program. This is a cross curricular lesson integrating technology, art, and language arts skills.
 

Primary Learning Outcome:
1. With teacher guidance, students will be able to use the mouse while operating the computer.
2. Students will be able to discuss questions about literature story.
3. Students will be able to develop a picture using a drawing program on the computer.

1. Show how you would use the mouse to scroll up and down a Web page.
2. Describe how you made your picture on the computer.
3. Would you ever like to have a snake as a pet?
4. Why didn't Jimmy's mother believe him when he told her what happened at school that day?
 

Assessed QCC:
Grade: 1
Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.

Grade: 1
Language Arts
Strand: Oral Communication
4 Topic: Listening and speaking
Standard: Recalls information presented orally.

Grade: 1
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, The Day Jimmy's Boa Ate The Wash, by: Trinka Hakes Noble and Illustrated by: Steven Kellogg
   2. Computer with Internet connection
   3. Computer drawing program like Microsoft Paint
   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 web site.

Procedures:
Step One
Introduction: (Connecting Old Knowledge to New Knowledge)
Have a small group of students go to a computer.   Explain to the 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 giant snake and a little boy named Jimmy. After we read the book The Day Jimmy's Boa Ate The Wash, you will get to draw a picture about the part of the book that you liked best.

Ask students introductory questions about book and the drawing program:  Have you ever used a drawing program on the computer? I am going to show you a picture that I made about the book, Where The Wild Things Are.   Have you ever read, Where The Wild Things Are? Introduce students to web site with the Paint picture and summary of the book, Where The Wild Things Are (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.

Estimated Time:
About 10 minutes

Lesson Materials to be Attached:
Copy of: Where The Wild Things Are Web Page

Annotation:
This web site 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: Where The Wild Things Are Paint Picture & Story
URL: http://www.valdosta.edu/~arperry/paint.html
Annotation:
Web site with Paint picture, summary, and higher order thinking question.
 

Step Two
Teaching:
Teacher will read book, The Day Jimmy's Boa Ate The Wash, by: Trinka Hakes Noble and Illustrated by: Steven Kellogg 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 higher order thinking questions: 1. Do you like snakes and learning about them? Why? What do you know about snakes? 2. If you had a pet snake, what would you do with it? What would you name it?

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 about the book, The Jimmy's Boa Ate The Wash, using the computer drawing program. Ask students what their favorite part of the book is. Use this question to help them decide what to draw.  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 what they liked about the story and 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.

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-3
Student's product 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.

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. I have worked with a student who has been diagnosed with ADD (attention deficit disorder). This student has a hard time staying still for the length of a lesson. He is very intelligent, but has a hard time paying attention. He frequently disturbs the class by making loud noises or moving around.

2. http://www.kidsource.com/kidsource/content2/add.html

3. I believe that this special student would benefit from this lesson. He works well in small groups or in a one on one teacher student conference. He will hopefully be able to stay focused on this lesson since there is a great deal of interaction with the teacher.
 

Reflections:
1. Describe and give examples of how the students were engaged in learning and responded during your lesson.

The students seemed to be very involved in my lesson. They each had used the mouse before and knew how to use the paint program. They listen carefully to the book, and asked questions about the pictures. They even asked me some questions about snakes that I did not know. Together, we did a mini research lesson online to find out more about snakes.

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.

Noahie:
Technology Integration K-5
Student will be assessed through observation while using the mouse to control the computer and using the drawing program
Satisfactory: Noahie was able to control the computer and use the mouse to view the Paint Web page and explore the drawing program. He has had previous experience with this program. He knew how to pull up the Paint Program from the desk top and drew comfortably using many of the tools.
Language Arts K-3
Student's product will be assessed for answers to the questions.
Satisfactory: Noahie was able to dictate answers that made sense to each question in reference to The Day Jimmy's Boa Ate The Wash. Noahie went into great detail about each question. He wanted to talk about snake for longer than we had time. Noahie's answers were complete and thorough.
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: Noahie was able to develop a picture through the use of the Paint Program without the assistance of the teacher. Noahie's picture was detailed. He spent every minute of time that I allowed.

Jabria:
Technology Integration K-5
Student will be assessed through observation while using the mouse to control the computer and using the drawing program.
Satisfactory: Jabria was able to control the computer and use the mouse to view the Paint Web page and explore the drawing
program. She has had previous experience with this program. Jabria spent little time on the picture, but was able to pull up the Paint Program with little assistance.
Language Arts K-3
Student's product will be assessed for answers to the questions.
Satisfactory: Jabria was able to dictate answers that made sense to the presented questions in reference to The Day Jimmy's Boa Ate The Wash. Jabria didn't seem to like snakes, but asked many questions about them. I hope I changed her mind.
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: Jabria was able to develop a picture through the use of the Paint Program without the assistance of the
teacher. Jabria used little time to complete her picture, but knew what each of the tools was capable of. She seemed to like drawing.

3. Describe what you would change or do different if you taught this lesson again.  (Give specific examples)
I forgot to show the students how to use the spry can on the Pint Program. They must have forgotten that it was there.
I might give the students some more time to work on their pictures. Noahie wanted more time, and Jabria did not use all of the time. I believe that Jabria might have used more time if I could have the time to assist her with more detail.

The Day Jimmy's Boa Ate The Wash

1. Do you like snakes and learning about them? Why? What do you know about snakes? 2. If you had a pet snake, what would you do with it? What would you name it?

Noahie said that if he took his snake to a farm, he would hold on to its tail so that it would not get away.

1. "I love snakes! I even have one at home. I know a lot about them. I know they eat mice, even when they're alive! Snakes are cool because they don't have legs." 2. "My snake's name is Sam, because my mom named him that. I can't hold him because he could bite me, but I like to watch him eat mice."

Jabria said that she would keep a snake in a fence so that it would not get out.

1. "I don't like to touch them, but I like watching them on T.V. I like learning about them. I know that snakes are cold blooded." 2. I wouldn't want a pet snake. I think I would just watch it and not touch it. I would name it Snakey."

arperry@valdosta.edu

Ms. Perry's Class Page

Paint Picture Story Page