Name: Dede Barfield
Grade Level: Kindergarten
 

*Annotation
The Learning with Cucumber Soup lesson could be used with children in Pre-K throuhgh third grades.  This lesson is designed for Kindergarten level students.  The students will begin with a hands-on technology activity of a Paint picture with a summary of the literature story.  The students will have the opportunity to explore the Microsoft Paint Program.  This is a cross-curricular lesson integrating technology, art, and language arts skills.

*Primary Learning Outcome:
With teacher guidance, students will be able to use the mouse while operating the computer and develop a picture using a drawing program.  Students will discuss questions about literature story.  How do you use the mouse to make the page move up and down (scroll)?  Describe how you made your picture on the computer.  How should the ants have treated the little flea? (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
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.

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 45 minutes to teach this lesson.
 

*Materials and Equipment:
1. Book, Cucumber Soup, by Vickie Leigh Krudwig
2. Book, Today I Feel Silly, by Jamie Lee Curtis
3. Computer with Internet connection
4. Drawing program
5. Printer
6. Disks (one for each student’s picture)
7. Pencil and paper

Technology Connection:
Computer with Internet connection, printer, drawing program, and website: http://chiron.valdosta.edu/~dwbarfie/paint.html

Procedures:
Step One (Introduction)
Introduce students to the MS Paint picture and summary of the book, Cucumber Soup,on the Internet (see URL above).  Discuss the story, picture, and questions with the students.

Estimated Time:
About 10 minutes

Lesson Materials to be Attached:
Copy of:  Cucumber Soup Web Page

Annotation:
Copy of website developed for this lesson plan.
http://chiron.valdosta.edu/~dwbarfie/paint.html

Web Link for Step One:
Title: Cucumber Soup

URL:
http://chiron.valdosta.edu/~dwbarfie/paint.html

Annotation:
Website with Paint picture summary and questions.

Step Two
Teacher will read book, Today I Feel Silly, to students.  Students will discuss answers to questions about the story.  Questions: What types of feelings do you have when you are having a bad day?  How do you feel when you do something really good?  Can you name some feelings that you have had?  During this process teacher will give assistance when needed.

Estimated Time:
About 15 minutes

Step Three
Show students how to open the Paint program and demonstrate some of the Paint tools.  Students will explore with the Paint program and draw a picture about the story or questions.  Save students’ Paint pictures on disks.  Print 2 copies of the student’s paint picture (one for student and one for technology notebook).

Estimated Time:
About 15 minutes
 

Step Four (Conclusion)
Students will discuss and share their drawing products with their peers and teachers.  (Save students' information about description and discussion of drawings to be use as part of the assessment.)

Estimated Time:
About 5 minutes
 

*Assessment:

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.

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 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:

Reflections:

1. Describe and give examples of how the students were engaged in learning during
your lesson.  The tow students I worked with were very excited about using the paint program.  Their base teacher rarely takes them to the computer lab, so I was glad that I chose two children from her class.  Both of the students were actively involved in learning about the paint program, and the male student already knew quite a bit about the program.  He has a computer at home, and he often draws pictures for his mom.  The female student was very inquisitive, and she asked lots of questions about the program.  I offered to explain the program to her, but the male students took over.  If he had not known what he was talking about, I would have stepped in, but he did a wonderful job helping her.  In fact, he knew more about the program than I did.  They worked well together, and they were both enjoying every minute we shared together.

  2. Describe and give examples of how the students reacted to your lesson.  The female student was familiar with the mouse while looking at the Web page, but had a difficult time controlling the mouse while using the paint program.  The male student was both familiar with the mouse while viewing the Web page and using the paint program.  Both the female and male student were able to answer all of the questions about the book I read, although the male student needed more guidance with some of them.  Thirdly, both students were able to develop pictures without my assistance.  I did show them how to use several things in the program, but they did their own paintings.  I felt it was most important for them to have authentic work.  All assessments for both students were satisfactory.

   3. Describe and give examples of how the students achieved the assessment of your
lesson.  If I were doing the lesson again, I would allow myself more time with the students in the computer lab.  The lab was busy, and I wish there had been more time to allow them to play with the program.  Other than having more time, I would suggest that the students pick their own books for the painting.  By allowing them to choose, I feel the work would have meant more to them.
 

Book Title for Paint Project	Today I Feel Silly by Jamie Lee Curtis
Cover of Book  (Optional)
Questions from Paint Lesson	1. What types of feelings do you have when you are having a bad day?  2. How do you feel when you do something good?  3. Can you name some feelings that you have had?

Answers & Comments to Paint Lesson	1. When I have a bad day, I cry sometimes.   2.  I feel sad when I get in trouble.
Pictures from the Paint Lesson
Description of picture and comments made by student	This is a picture of me when I am happy playing outside.

Answers & Comments to Paint Lesson	1.  I feel angry when I have a bad day.  2.  I am happy when I play on my computer.
Pictures form the Paint Lesson
Description of picture and comments made by student	This is a happy picture of me and my dog playing.