Name: Cowanna Gilmore
School/Mentor Teacher: Clyattville Elementary/Mrs.Copeland
Grade Level: Kindergarten
Subject Areas: Language Arts, Technology, Art
Date Taught:
Total Duration of Lesson: 45 minutes

Title of Lesson:
Learning With Literature And Computer Technology

Primary Learning Outcomes:
The primary learning outcomes to be achieved with this lesson include:
A. With teacher guidance, student will be able to use the mouse while operating the computer
B.  Student will be able to discuss questions about the literature story.
C. With teacher guidance, student will be able to develop a picture using a drawing program on the computer.

Questions students should be able to answer after completing this lesson.
A. Show me and tell me about how you used the mouse when you worked the computer.
B.  Critical Thinking Questions related to the literature book: 1. If you was a student in that kindergarten class, what would you have shared?  2. If you were the teacher in the class, what would you have done about the students not sharing?
C. Describe how you made your picture 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
Language Arts
Strand: Written Communication
39 Topic: Literature
Standard: Responds to literal, inferential, and evaluative questions about literature.

C. 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: Munsch, R. (1999). We Share Everything!. New York: Scholastic
   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 paint program to draw a picture related to the story.   Copy of my Paint website included with this lesson plan. 
Website Title: If You Give A Mouse A Cookie   and  URL: http://www.valdosta.edu/~cmgilmor/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 two kindergarten students,Amanda and Jeremiah who have a problem sharing.  The teacher want them to share everything, but when they take the teacher's advice on sharing, the class is in for a surprise!  After we read the book, We Share Everything!, then you will get to draw a picture on the computer about the part of the book that you liked best.

Introduction questions: Amanda and Jeremiah are two students who have a problem sharing.  They both want the same book, blocks, and paint.  Do you share with the other students in your class?  Do you have to share your things at home? What are some things that you share at home or  at school?  Can you tell me something you know about sharing?

Relate lesson to students' lives today and/or future: We Share Everything will show us some bad things that can happen in the classroom when we don't share.  While we are reading the book you can look for some things we can share in the classroom.  This book will be helpful to teach the students about sharing when working or playing together.

Have students go to your Paint picture website and explain that you have made a picture on the computer as an example of one of your favorite books, If You Give A Mouse A Cookie by Laura Joffe Numeroff.  (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 read the summary of your book to the students.  

Estimated Time:
About 10 minutes

Step Two: Teaching the Primary Learning Outcomes
Explain to the students that you have selected a special book that you are going to read to them.  After we read our book then you will get to draw a picture on the computer of your favorite part of the story.  Teacher will read book, We Share Everything!, by Laura Numeroff, to students.  Teacher will use oral reading strategies, such as picture walk, to introduce the book to students. 

Check for understanding before going on: Teacher will discuss story and ask questions while reading to students. 

1. Did Jeremiah ask Amanda for the book in a nice way? (pg.8)
   
2. What is a nice way that Jeremiah could have asked Amanda for the book? (pg.8)
   
3. Do we yell and scream because our friends have something that we want and we can't have it?  (pg.10)
   
4. Was it nice or mean for Amanda to kick down Jeremiah blocks because she couldn't play with them? (pg.18)
   
5. What's happening with the paint? (pg.23)
   
6. What are all the children in the class doing? (pg31)
   

Provide practice and feedback related to the primary learning outcomes:  Teacher will ask at least two critical thinking questions:
1. If you was Jeremiah or Amanda,  how you would have asked for the book, blocks,or paint in the story?
2. If you was the teacher, what would you tell Jeremiah and Amanda about  sharing?

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.

Students will draw a picture of their favorite part of the book, We Share Everything!, using the computer drawing program.  During this drawing process 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:)].

Estimated Time:
About 20 minutes

Closure:
Have students discuss their pictures and explain how they made their pictures in the Paint program to their teacher and peers.  Have students discuss some of the interesting facts about sharing that you found in the story.  Ask students 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.  (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 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 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 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.

B. Language Arts
Student 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 in reference to the story.

C. 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.
Unsatisfactory: 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 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.")  My special student is very sweet.  He is a five year old student with Autism.  He is unable to get around as fast as other students and his verbal communication is affected by it.  He like to move around a lot, so you have to keep him occupied with something to keep him form distracting other or beng distracted and to keep his attention.

2. List the specific 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.autism.org/temple/tips.html

3. Explain what you would add to this lesson plan to accommodate your special student?

1. Provide a work space that decrease distractions.
2. Make sure I have the student's attention before giving direction or asking questions.
3. Break lengthy questions into separate components.
4. Give step-by-step instructions so the student don't forget instructions
5. Assist the student when using the mouse and typing to reduce frustration because many students with autism have problems with fine motor skills in their hands.
   

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

• The students were engaged durning the story time when I read the book.  They listened well, answered questions correctly that related to the story, laughed at funny things in the book, and recited repeative words or phrases in the book along with me when I read.
• Students gave thier full attention.  Whenever I spoke or gave any insturctions, the students listened and were able to repeat instructions or answer questions. 
  
• When constructing the paint pictures the students talked about what they were making and asked questions about the book and the lesson. 
  

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.  
    a. Technology Integration:
        Student One:

• The student was able to control the mouse.
• The student was able to use the different functions on the paint program corectly.
• The student was able to consturct a paint picture that related to the story using the computer's paint program.
  

        Student Two:

• The student was able to control the mouse.
• The student was able to use the different functions on the paint program corectly.
• The student was able to consturct a paint picture that related to the story using the computer's paint program.
  

    b. Language Arts:
        Student One:  

• The student was able to answer questions related to the story.
•  The student asked questions about the book.
• The student could summerize what happened in the story.
  

       Student Two:

• The student was able to answer questions related to the story.
•  The student asked questions about the book.
• The student could summerize what happened in the story.
  

    c. Fine Arts:
        Student One:

• The student was able to use the different functions on the paint program corectly.
• The student was able to consturct a paint picture that related to the story using the computer's paint program.
  

        Student Two:

• The student was able to use the different functions on the paint program corectly.
• The student was able to consturct a paint picture that related to the story using the computer's paint program.

3. Describe what you would change or do different if you taught this lesson again.  

• I think the lesson went very well the students seemed like they enjoyed the lesson.
• One thing I would change would have to be talking to the students about the lesson and about my favorite book before taking them to the computer.  Even tough the student's chairs were facing me, instead of the computer, they still wanted to go ahead and get on the computer. I think it would just be a good idea to give them all the facts, procedures, instructions, and expectations before taking them to or near the computers.  The students were excited about getting to work on the coputer and could hardly wait.   

Book Title & Author for Paint Project	We Share Everything!     By: Robert Munsch
Cover of Book
Critical Thinking Questions from Paint Lesson	1. If you were a student in the kindergarten class, what would you have shared? 2. If you were the teacher in the class, what would you have done about the students not sharing?

Answers & Comments to the Critical Thinking Questions by Students	1. "The Paint." 2. " Share."
	Elementary Student's Paint Picture
Description of Picture & Comments by Student about their Picture	This is the paint  that Jeremiah and Amanda got all over the room. "It was funny when they got the paint all over the room."

Answers & Comments to the Critical Thinking Questions by Students	1. "The Blocks." 2. "In kindergarten we share everything."
	Elementary Student's Paint Picture
Description of Picture & Comments by Student about their Picture	This is a picture of  the blocks Jeremiah  built. "I like to build with blocks."