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1. Have you ever had the chicken pox? What things
helped you get better?
2. Name some other things that can make us itch. |
Name: Abigale Durrence
School: James L. Dewar Elementary School
Grade Level: Kindergarten
Annotation:
The "Learning with
Freddie's Birthday Surprise" 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. This Paint website includes
a picture, a story, and a higher order thinking question. After reading
and discussing the book, Itchy, Itchy Chicken Pox, 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:
These are the primary learning outcomes to be achieved with this lesson.
With teacher guidance, students will be able to use the mouse while operating
the computer and develop a picture using a drawing program on the computer.
Students will also discuss questions about literature story.
These are questions that the students should be able to answer after
completing this lesson. Show how you would use the mouse to scroll
up and down a Web page? Describe how you made your picture on the
computer. What are the chicken pox?
Have you ever gotten the chicken pox?
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, Itchy, Itchy Chicken Pox, by Grace Maccarone
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: (Connecting Old Knowledge to New Knowledge)
Have a small group of students go to a computer. Ask
students introductory questions about the book and the drawing program:
Have you ever been to a birthday party? What
kind of presents did you get? Today
we are going to read about Freddie
and his surprise birthday party. Have
you ever used a drawing program on the computer? Today we are going
to read a book and draw a picture on the computer. I am going to
show you a picture that I made about the book, Freddie's Birthday Surprise.
Have you ever read Freddie's Birthday Surprise?Introduce students
to website with the Paint picture and summary of the book, Freddie's
Birthday Surprise. (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. Discuss the picture, story, and questions
with the students.
Estimated Time:
About 10 minutes
Lesson Materials to be Attached:
Copy of: Freddie's Birthday Surprise Web 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: Freddie's Birthday Surprise Paint Picture &
Story
URL: http://www.valdosta.edu/~avdurren/paint.html
Annotation:
Website with Paint picture, summary, and higher order thinking question.
Step Two
Teaching:
Teacher will read book, Itchy, Itchy Chicken Pox,
by Grace Maccarone, 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: How did you get better
when you had the chicken pox? What other things can make us itch?.
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, Itchy, Itchy Chicken
Pox using the computer drawing program.During
this drawing process teacher will observe students and give assistance>
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-39
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. 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.") The
special student in my class this semester has a minor speech problem.
He slurs his words together and cannot sound out certain vowel and consanant
sounds.
2. List the 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: Links for Accommodations for Special Students or you can do a search. http://www.herring.org/speech.html/.
3. Explain what you could add to a lesson plan
to accommodate your special student? For this special student I would
make an extra effort that when I am speaking to the class and especially
to him individually that I would enunciate all my words efficiently and
correctly. I would design a few extra activities with sounding out
sounds and words and saying one word at a time very slowly. Also,
maybe work with him a little one on one with pronunciations.
Reflections:
1. Describe and give examples of how the students were engaged
in learning and responded during your lesson.
My students, Ryan and Choteh, were both were interested and excited about the paint lesson. From the moment they sat down they were fascinated by the just the computer itself. They played with the mouse and asked several questions about what we were doing, and where they needed to click. They listened very closely as I showed them my book and the picture I drew. Then they were even more excited when I told them they were going to get to draw a picture too. They showed me they were learning by asking before they drew anything. They wanted to make sure they clicked the right button before attempting to draw their picture. They listened and participated in the reading of the book. They seemed genuinely interested in the little boy who had the itchy chicken pox.
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.
First both of my students achieved each assessment
very successfully. They were already experienced in using computers
and both had very controlled motor skills in directing the mouse across
the screen. They were aware of how to manuever around on a computer.
While the children were exploring the paint program their first drawings
withe the mouse were uneven and out of control. However, the more
they used the mouse, the better they learned how to draw what they wanted
on the screen.
Second, both Ryan and Choteh answered my questions
with logical answers. They listened to the story, then replied with
reasonable, yet creative answers to the critical questions I asked.
They knew that chicken pox were itchy, and they associated those pox with
mosquito bites and ant bites. They knew a doctor was needed to treat
the boy and that medicine would make him better.
Finally, both students were successfully able to
draw their own individual pictures without my assistance in the Paint program.
They were concentrating and exploring while drawing. They asked me
numerous questions about the colors, instruments, and shapes when they
were drawing. They wanted to know if that red was bright enough for
the little boy's spots, if the paintbrush was the best way to draw a person,
and if they could color the whole background.
3. Describe what you would change or do different if you taught this lesson again.
If I taught this lesson again I would let the children
play more on the program before they had to draw the actual picture I was
going to use. I would let them brainstorm first after I read the
story before immediately drawing a picture. I would also ask them
more questions about what they thought of the book and the boy with the
chicken pox. Last, I would encourage them to share with me more why
they chose to draw what they did.
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1. Have you ever had the chicken pox? What things
helped you get better?
2. Name some other things that can make us itch. |
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1. "No, but my friend did. And, he
had to stay out of school. Chicken pox get everywhere!!! The doctor
can give you medicine."
2. "The chicken pox make us itchy. I scratch my ant bites too." |
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"It's the boy with the itchy itchy chicken pox. He's covered with red spots! That's a bright blue background. Blue's my favorite color." |
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1. "I have not had chicken pox. They
are little spots that itch all over you. You can take a yucky oatmeal
bath like the boy."
2. "When mosquitoes bite it itches me. And, chicken pox make you itch." |
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"There is the boy with the chicken pox. The red dots are his chicken pox. There is grass on the ground. This is the sky. I put a flower beside the boy." |