Name:  Donna Daniel
School/Mentor Teacher: Mrs. Reeves
Grade Level:  Kindergarten
Subject Areas:  Language Arts, Technology, Art
Date Taught:  11-12-03
Total Duration of Lesson:  45 minutes

Title of Lesson:
Learning With Paint And Literature

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.  (After discussing parts of the body) Can you show me a part of the body that has ten parts?  Then count the body part.  2.  After the student and I count from 1-10, I will ask him/her, what is your favorite number? Ask student to tell you something they would like and how many?   (This should be the critical thinking questions in Step 2 of your lesson plan.)
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:  Bang, Molly  1983.  Ten, Nine, Eight.  Greenwillow Books.  NewYork, N.Y. 
   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: The Three Little Kittens  painted by Donna Daniel   and  URL: http://www.valdosta.edu/~ddaniel/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  the numbers ten, nine, and eight then you will get to draw a picture on the computer about the part of the book that you liked best.

Introduction questions:  Can everyone count to ten?  Lets count to ten.   Do you have a nose?  Lets count.  How many eyes do you have?  Lets count. How many ears do you have?  Lets count.  How  many fingers are on the left hand?  How many fingers are on the right hand? 

Relate lesson to students' lives today and/or future: This lesson will help the student's' realize how some of the numbers 1-10 relates to some of their body parts. 

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, The Three Little Kittens.  (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 todraw a picture on the computer of your favorite part of the story.  Teacher will read book,  TEN, NINE, EIGHT,  by Molly Bang 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.  Does everyone have feet?  2.  Name some of your stuffed animals.  3.  What kind of ball can this be?  4.  Have you ever been on  a beach?   5.  Do you know where seashells are found?

Provide practice and feedback related to the primary learning outcomes:  Teacher will ask at least two critical thinking questions: 1.   (After discussing parts of the body) Show me a part of the body with five parts.  Can you show me another part of the body with five parts?  Can you find two parts of the body with ten parts?   2. After the student and I count from 1-10, I will ask him/her, what is your favorite number? Ask student to tell you something they would like and how many?

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," Ten, Nine, Eight " 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 the number pictures and ways one can represent numbers 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.")  This special student will not stay focus.  He talks to other students and interferr with their work.

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.  Ideas for Attention Deficit Children.

3. Explain what you would add to this lesson plan to accommodate your special student?  I would add large posters or flash cards with the numbers ten, nine, and eight written on them ask the children/child to identify the number written on the poster as I hold them in front of class alternating the order of the numbers.  On each poster a picture of an item representing the same number and the number word.

Reflections:
1. Describe and give examples of how the students were engaged in learning and responded during your lesson.  The students were attentive at all times.  When I showed my picture, the student ask me questions such as how did I draw the picture?  When I read my version of the story, they responded with laughter.  Once we arrived to the paint program page, the student immediately grabbed the mouse to use the tools such as the airbrush, eraser, and the pencil.  

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.   (Give specific examples (as evidence) that illustrate how your students did for each part of the lesson's assessment.)
    a. Technology Integration:
        Student One:  The student was able to use the mouse and the tools such as the airbrush, the eraser, the pencil, the shapes, and the bucket.  Satisfactory:  Student is able to control the computer and use the mouse to view the Paint Web page and explore the drawing program.
        Student Two:  The student had a little difficult at first using the pencil.  The more I allowed him time and encouraged  him to continue trying, he mastered the tools.  Satisfactory: Student is able to control the computer and use the mouse to view the Paint Web page and explore the drawing program.

    b. Language Arts:
        Student One:  The student was able to give me examples of numbers as they relate to parts of the body.  The student was able to talk about the pictures and tell where one could find the pictures such as the beach ball and the sea shells.  Satisfactory: Student is able to write or dictate answers that make sense to the presented questions in reference to the story.
        Student Two:  The student was able to tell me how many parts were on left and right hand.  When ask whether there was another different part of the body with the same number as the right and left hand, the student was abe to identify the right foot and left foot.  Satisfactory: Student is able to write or dictate answers that make sense to the presented questions in reference to the story.

    c. Fine Arts:
        Student One:  This student was well aquainted with the mouse and the colors.  He was familier with each type of tool in the paint program and could use the pencil fluently.  Satisfactory: Student is able to develop a picture through the use of the drawing program.
        Student Two:  This student had difficult using the mouse.  He would get very frustrated.  When I made him feel relaxed and not hurried, he began to control the tools.  The student actually began to use the tools very smoothly such as the eraser and the bucket.  Satisfactory: Student is able to develop a picture through the use of the drawing program.
 

3. Describe what you would change or do different if you taught this lesson again.   What I would do differently is allow the student to use the computer as I instruct.  This would allow the student to get more hands on experience.  As I explain each tool and the progam, I would point and show the student where to click the mouse.
 
 

Book Title & Author for Paint Project	Book Title by Author
Cover of Book
Critical Thinking Questions from Paint Lesson	1.     (After discussing parts of the body) Show me a part of the body with five parts.  Can you show me another part of the body with five parts?  Can you find two parts of the body with ten parts? 2.  After the student and I count from 1-10, I will ask him/her, what is your favorite number? Ask student to tell you something they would like and how many?

Answers & Comments to the Critical Thinking Questions by Students	1.The student said he like the number nine. 2. The student said he would like nine dragons.
Picture from the Paint Lesson
Description of Picture & Comments by Student about their Picture	The student stated he was drawing nine soft friends which are three dragons, a butterfly, a whale, and a Pokemon, but he ran out of space.  In the book he liked the nine soft friends.

Answers & Comments to the Critical Thinking Questions by Students	1. This student said his favorite number is seven. 2.  This student said he would like seven ambulances because when he grows-up he is going to be an E.M.T.
Picture form the Paint Lesson
Description of Picture & Comments by Student about their Picture	This student said he wanted seven amblances to help people.  This is just one of the seven.  I ask who was going to drive the amblances and he said he would.