Five Minutes’ Peace
Paint Lesson Plan

*Annotation
The Five Minutes’ Peace lesson could be used with children in Pre-K through second grade. This lesson is designed for kindergarten level students. The students will begin with reading the book and a hands-on technology activity of a Paint picture with a summary of the literature story. Students will explore using the Microsoft Paint Program. This is a cross-curricular lesson integrating technology and language arts skills.

*Primary Learning Outcome:
With teacher guidance, students will be able to use the mouse while operating the computer and dictate answers to questions about the story using a computer. How would you use the mouse to make the page move up and down (scroll)? How would you write a word on the computer?
Where do you like to go to be alone? (question from story)

*Assessed QCC:

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

Grade: K
Technology Integration
Strand: Productivity
6
Topic: Productivity
Standard: Utilizes technology tools to facilitate the writing process.

Grade: K
Language Arts
Strand: Written Communication
39
Topic: Literature
Standard: Responds to literal, inferential, and evaluative questions about literature.

*Total Duration:
It will take about 15 minutes to teach the lesson and about 30 minutes to do the activity. Total time 45 minutes.

*Materials and Equipment:
1. Book by Jill Murphy, Five Minutes’ Peace, 2. Markers or crayons, 3. Paper, 4. Pencil

Technology Connection:
Computer with Internet connection, printer, Microsoft Paint Program, writing program & web site: http://www.valdosta.edu/~crtaylor/paint/html

Procedures:
Step One
Introduce students to the book, Five Minutes’ Peace. Read the book to the students. Show the students the Paint picture on the Internet, see URL below. Discuss the summary and possible answers to the questions with the students.

Estimated Time:
About 15 minutes

Lesson Materials to be Attached:
Copy of: Five Minutes’ Peace Web Page

Annotation:
Copy of the web site developed for this lesson plan.
 http://www.valdosta.edu/~crtaylor/paint.html

Web Link for Step One:
Title: Five Minutes’ Peace

URL:
http://www.valdosta.edu/~crtaylor/paint.html

Annotation:
Web site with Paint picture summary and questions.

Step Two
Students will answer the questions, which are listed on the Paint Web page. The answers will be written on the computer by the students and/or with teacher assistance. Students will print out their answers and draw a picture on the paper to illustrate their answers. During the process teacher will give assistance when needed.

Estimated time:
About 15 minutes

Step Three
If time permits, show students how to open the Paint program and demonstrate some of the Paint tools. Students will explore the Paint program and draw a picture.

Step Four
Students will discuss and share their writing and drawing products with their peers.

Estimated Time:
About 5 minutes

*Assessment:
Student will be assessed through observation while using the mouse to control
and using the Paint program.
Satisfactory: Student is able to control the computer and use the mouse to view the Paint Web page and explore the Paint program.
Unsatisfactory: Student is not able to control the computer or use the mouse when viewing the Paint Web page and exploring the Paint program.

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.

Student will be assessed by being able to use the computer to write words with or without the assistance of the teacher.
Satisfactory: Student is able to use the computer to write words with or without the assistance of the teacher.
Unsatisfactory: Student is not able to use the computer to write words with or without the assistance of the teacher.

Accommodation:
Significant Developmental Delay- Use ABC ordered keyboards or a primary keyboard to help students build early computer literacy skills.

Reflections:
1.  Describe and give examples of how the students were engaged in learning during your lesson.
Both students were able to answer questions related to the story after the book was finished. The students responded to the questions with the appropriate answers. They appeared to understand the critical thinking questions. Both students answered that they  liked to go to their rooms and lock the door to be alone. They both could answer questions about what happened in the story and about how they understood Mrs. Large's need to be alone. Their attention was directed at the book and later at the computer screen.

2.  Describe and give the examples of how the students responded to your lesson.
The students responded to the lesson by following along with the book as it was read to them. They answered questions about what might happen next and then later were able to summarize what happened in the story. Both smiled broadly at the picture I painted on the Paint program. They were laughing at the likeness of the elephant in the bathtub. Both students were willing and excited to talk about their pictures as they were drawing them. They were both anxious to work on the Paint program.

3. Describe and give examples of how the students achieved the assessment of your lesson.
Satisfactory: The student is able to control the computer while using the mouse to view the Paint Web and explore the Paint Program. The students could successfully use the mouse to scroll down the Paint lesson page. They could use the mouse to manuever in the Paint Progam was well. Once the down arrow on the scroll bar had been pointed out, both students were able to scroll when directed. One student was very familiar with the program because he uses it at home. He was able to move about the program without instructions. He produced a picture of an action figure and tried to write his name using the mouse. Both students could follow simple directions about pointing the mouse and clicking in the proper areas.
Satisfactory: Student is able to write or dictate answers that make sense to the presented questions in reference to the story. Both students successfully responded to the critical thinking questions with reasonable answers and were able to explain the meaning of their drawings. They both drew pictures of their families with markers. They could both answer simple questions about what color marker they were using and about situations from the story.
Satisfactory: Student is able to use the computer to write words with or without the assistance of the teacher.  Both students could find the letters on the keyboard to spell their names. They were also able to type their names as the file names to the save their answers as word documents. This required both use typing and control of the mouse.

Below is a picture a kindergartener drew for me. She was answering the critical thinking questions about the book. I typed her answers as follows: When asked where she likes to go to be alone, she responded, "I like to go to my bedroom and talk on the phone. Sometimes I go outside and swing. My mama likes to go to the living room. She also likes to go on the computer." Below is her drawing of her and her family.
 

This is another picture by a kindergartener. Bryon drew this picture after listening to the book and viewing the paint page. When asked where he liked to go to be alone, he responded,"I like to go to my room and play and color. I like to go to my friend's house but my brother likes to go also. Sometimes I like to go to the park. My mom takes me to the pool." This is Bryon's picture of his family at the park.

This is a picture Hannah drew after reading the book and viewing the paint page. She said, "I like to go to my room and lock the door so my baby brother and sister can't get in."