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1. What
would you have chosen as the ending of the book? 2. Would you have gone home or stayed in a place where you were king? |
General Information
Name:
Emily Cawthon
School/Mentor Teacher: Mrs. Zipperer
Grade Level: Kindergarten
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: Sendak,
M. (1963). Where the wild things are. United
Sates: Harper Collins.
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 drawing program to draw a picture related to the
story. Copy of my
Paint website included with this lesson
plan.
Website Title: Paint Picture and
story of Where The Wild
Things Are and URL: http://www.valdosta.edu/~encawtho/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 a magical land where the wild
things
live.
After reading the book, Where The
Wild
Things Are,
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 the book Where
The Wild Things Are?
2. What do you think this book will be about?
3. If you could go to a magic land who would
live in your land with you?
4. Have you ever traveled outside
of your city? If so where?
Relate lesson to students'
lives today and/or future:
Where The Wild Things Are has many pictures of monsters.
You will notice as we read
this book that all the "wild things" were different in some
way? The "wild things" are just like us because they all have
different qualities that make them who they are. I will then ask
the students to point out differences in each other. Explaining
to them that even though we are all different in many ways we are all
people and need to treat each other equally.
Students control the computer
and go to your
Paint picture website. 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 would you have chosen as the ending of
this book?
2. Would you have gone home or stayed in a place where you were king?
Estimated Time:
About 10 minutes
Step Two:
Teaching the Primary
Learning Outcomes
Read selected book, Where
The Wild Things Are, by Maurice Sendak, 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. Why was Max sent to bed without
any dinner?
2. Do you think Max is dreaming or
is this reality?
3. How did Max tame the wild
things?
4. Why is Max lonely?
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. Would you have gone home or stayed in the land where
you were king? Why?
2. If you were a wild
thing, what would you want to look like?
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, Where
The Wild Things Are,
using a computer drawing program. 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:)]. 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 "wild thing" 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.")
2. Explain what you would add
or change in
this
lesson
plan to accommodate your special student?
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.
During this
lesson the students not only learned how to use the paint program but
they also discussed
how all the wild things are different and that all
people are also different.
They pointed out that they had different color hair
and that they were not alike. This activity also checked
comprehension and used a
picture walk with the book.
b. Describe and
give examples of how your Paint lesson encouraged students'
development of critical
thinking and problem solving.
The students developed critical thinking skills
because they were able to answer all the required
critical thinking questions. The students also
used problem solving skills working with the technology.
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 often pointed out silly things about
the wild things. While I was reading I asked them to
show me their favorite wild thing. The
students also told me that they would want to be able to fly or
swim if they were a wild thing. Another thing
the students often did was ask and answer questions.
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, I
observed the student moving the mouse correctly.
Student Two: Satisfactory, I
observed the student moving the mouse correctly.
B. Fine
Arts:
Student assessed by the development of a picture using the
drawing program.
Student One:
Satisfactory, I saw an aspect of the book in the picture and the
student was able to
use the
paint program to draw a picture.
Student Two:
Satisfactory, I viewed the product and the student was able to use and
produce a
picture from
the paint program.
3. Describe what you would
change or do differently if you taught
this
lesson again. (Give specific examples)
I would have chosen the picture out of the book for
the students paint so I could compare the pictures
at the end of the activity. I also would
already have the paint program opened when the students come
to the computer.
Paint
Pictures by
Elementary
Students
Paint Lesson
developed by Emily Cawthon
for Mrs. Zipperer's Kindergartners at
North Brooks Elementary School
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1. What
would you have chosen as the ending of the book? 2. Would you have gone home or stayed in a place where you were king? |
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1. I like the ending. I think
it is a good ending.
2. I would have gone home because I
would miss my mommy, my daddy, and my brother. |
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Paint Picture |
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 The student said that this is a picture of the pretty leaves on the insides covers of the book. |
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1. I think Max did the
right thing. I would not change it.
2. I would have gone home because I
would miss my mom and dad. |
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Paint Picture |
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 The student said this is a picture of Max in the forest close to the ocean at night. Max has a crown because he is King of all wild things. |