General Information
Name: Adriann Bone
School/Mentor Teacher: S.L. Mason/Hendley
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: Waber, B. (1973). Lyle, lyle, crocodile. New York:  Houghton Mifflin/Walter Lorraine Books. 
   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/~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 Lyle, Lyle, Crocodile by Bernard Waber  and URL: http://www.valdosta.edu/~avbone/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 crocodile that wants to make friends but somehow ends up in a zoo.  After reading the book, Lyle, Lyle, Crocodile, 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. Has anyone been to the zoo and if you have what did you see there?
2. What do you remember about a crocodile?
3. Do you know the difference between a crocodile and an alligator?
4. Have you ever heard of Lyle the Crocodile?

Relate lesson to students' lives today and/or future: Lyle, Lyle, Crocodile is a fun and interesting story that will show us not to judge people by what they look like.  Explain to students that while sometimes things look scary at first, they should get to know a person before making any judgments about them.

Students contol 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. Why do you think Mr. Grumps gets upset when his cat gets upset?
2.  How do you think Lyle will get out of the zoo?
 
Estimated Time:
About 10 minutes

Step Two: Teaching the Primary Learning Outcomes
Read selected book, Lyle, Lyle, Crocodile, by Bernard Waber, 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.If you saw a crocodile smiling at you, would you act like Loretta?
2.If your cat was frighteneed, would you get as angry as Mr. Grumps?
3.Why do you think Mr. Grumps put Lyle in the zoo?
4.Do you think Lyle belongs in the zoo or living with the Primms?

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. Why do you think Mr. Grumps forgave Lyle?
2. Would you be like Loretta and be friends with Lyle?  Why would you be friends with Lyle?

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, Lyle, Lyle, Crocodile, using a computer drawing program.  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

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 crocodiles 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.") 
The special student has an OHI and is developmentally delayed.  The student is in a wheelchair and goes to physical and speech therapy. 

2. Explain what you would add or change in this lesson plan to accommodate your special student? 
The student needs to be placed close to the computer.  Also the teacher should sit on the next to the student and guide the student's hand the whole time.  Also the teacher needs to speak slowly and clearly.  The special student's wheelchair needs to be able to fit underneath the computer desk and make sure the student can reach the mouse and keyboard.

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 allowed the students to experience and practice mouse navigation and computer knowledge.
• This lesson also revisited the idea of friendship and not judging people.
• With teacher guidance and an example,  the students painted their interpretation of their favorite part of the book.
  

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

•   I asked the students several questions that encouraged the students to think critically such as would you be friends with Lyle.  The students had to weigh the pros and cons of being friends with a very nice crocodile.  Then make a decision. 
  
• I also asked the students how do you think Lyle got out of the zoo. The students then had to think how would they get out of the zoo or help Lyle get out of the zoo. 
  

    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 were engaged because they answered all my questions and asked a few of their own.  They also made comments through out the book such as crocodiles don't wear hats and my mom has flowers like that. 
  
• The students also would predict what was going to happen on the next page. 
  

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 mouse and the paint program successfully.
        Student Two:  Satisfactory-  The student was able to use the mouse and the paint program successfully. 

    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 in the paint program.
        Student Two:   Satisfactory-  The student was able to draw a picture in the paint program. 
 

3. Describe what you would change or do differently if you taught this lesson again.  (Give specific examples)
 
  If I were able to redo this lesson, I would let Nada who is less experienced with computers go first instead of Allison who has used the paint program before.  I thought that Allison while painting her picture could give Nada more exposure to the paint program.  It ended up where Nada did not have as much time on her picture as Allison. 

Book Title & Author for Paint Project	Book Title by Author
Cover of Book
Critical Thinking Questions from Paint Lesson	1.  Why do you think Mr. Grumps forgave Lyle? 2.  Would you be like Loretta and be friends with Lyle?  Why?

Answers & Comments to the Critical Thinking Questions by Students	1.  He saved them from the fire. 2.   Yes because he is good.
Allison's Picture from the Paint Lesson
Description of Picture & Comments by Student about their Picture	Mr. Grumps is picking flowers. The sky is blue, and the red part is a rose.

Answers & Comments to the Critical Thinking Questions by Students	1.   He saved them from the fire. 2.   Yes because he helped everybody.
Nada's Picture from the Paint Lesson
Description of Picture & Comments by Student about their Picture	The green part is the grass, and the purple part is the cat, Loretta.