General Information
Name: Candace Simpson    
School/Mentor Teacher: Mrs. J. Griffin
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: Galdone, P. (1984). Henny penny. New York: Clarion Books.
   2. Computer with Internet connection
   3. Computer drawing program
   4. Printer
   5. Disks (one for each students 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 web site 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 web site included with this lesson plan. 
Web site Title: Henny Penny and URL: http://www.valdosta.edu/~clsimpso/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 Henny Penny and her friends going to tell the king that the sky is falling and along the way they meet Foxy Loxy who decides to take them to the king.  After reading the book, Henny Penny, 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 Henny Penny before? 
2. If you were Henny Penny would you follow Foxy Loxy?
3. Have you ever seen chickens peeking in the grass? 
4. Can you tell me what you think happened to Henny Penny and her friends?

Relate lesson to students' lives today and/or future: The book Henny Penny teaches us many lessons for instants it is not safe to follow strangers.  Explain to students that while reading this book, that in not safe to follow strangers even when your scared and don't jump to conclusions.  In addition to the book teaching some life lessons it starts the imagination of all children.

Students control the computer and go to your Paint picture web site.  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. What do you think happened to Henny Penny and her friends, where did they go?
 
Estimated Time:
About 10 minutes

Step Two: Teaching the Primary Learning Outcomes
Read selected book, Henry Penny, by Paul Galdone, 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 fell on Henny Penny's head?
2. Do animals really talk?
3. Would foxes, ducks, chickens, rosters, and turkeys really go some where together?
4. Where did Foxy Loxy lead all of his "new friends".

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 Henny Penny would you go and tell the king the sky was falling or find a safe place to hide? 
2. If you were Foxy Loxy, were would you lead Henny Penny and her friends and why you would like to go there?

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, Henny Penny, using a computer drawing program.  Teacher will observe students using the computer and give assistance when needed.  If possible print two copies of each students 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 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.")  There was a student in my classroom who had a awful behavioral problem. The behavioral problem was accompanied by a muscular disorder. The child looked like a normal child and was able to participate  in all activities. The muscular disorder was not fully developed.

2. Explain what you would add or change in this lesson plan to accommodate your special student? 

Provide preferential seating during whole group tasks to enhance attention and support

Use positive verbal praise to reinforce appropriate behaviors

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. My paint lesson helped with fine motor skills and stressed to children not to follow strangers.
 
    b. Describe and give examples of how your Paint lesson encouraged students' development of critical thinking and problem solving. The questions I asked encouraged the student to think harder and longer about what was going on.
 
    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 loved the book, I thought to begin with it might have been a bad choice because all of the animals disappear but the children loved it and the colorful pictures. At the end of the lesson before going to the computer the students started to lose interest.

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, it just takes this child forever to do anything. The student was able to use the mouse and draw a         picture using the paint program.
        Student Two: Satisfactory, he really enjoyed working on the computer and really excelled at using the mouse. His picture         was well developed and descriptive. .

    B. Fine Arts:
Student assessed by the development of a picture using the drawing program.
        Student One: Satisfactory, she did a good job for her grade level, she lacked some fine moter skills.
        Student Two: Satisfactory, needed a little more fine motor skill to perform this task. He was very engaged, loved the                  computer, but had a hard time controlling his mouse.
 

3. Describe what you would change or do differently if you taught this lesson again.  (Give specific examples)
  I would teach this lesson to older children. Kindergartners don't have quiet enough fine motor skills to perform the task and be good at it.
 

Book Title & Author for Paint Project	Book Title by Author
	Henny Penny by Paul Gauldone
Critical Thinking Questions from Paint Lesson	1.  What do you think happened to Henny Penny and her friends, where did they go? Child 1: They went to the Fox's house. Child 2: They went to tell the king that the sky was falling.

Answers & Comments to the Critical Thinking Questions by Students	1. If you were Henny Penny would you go and tell the king the sky was falling or find a safe place to hide?  I would find a place to hide because I don't want to get hurt. 2. If you were Foxy Loxy, were would you lead Henny Penny and her friends and why you would like to go there? To the king, because thats where they need to go.
Picture from the Paint Lesson	Brianna's Paint Picture
You can see the sky and the grass and Henny Penny is somewhere in there.

Answers & Comments to the Critical Thinking Questions by Students	1. If you were Henny Penny would you go and tell the king the sky was falling or find a safe place to hide?  Tell the king, so people will know. 2. If you were Foxy Loxy, were would you lead Henny Penny and her friends and why you would like to go there? To my house, because it is safe.
Picture from the Paint Lesson	Timberton's Paint Picture
This is Timberton's acorns. He talked about those acorns falling on Henny Penny's head the entire book.