Name: Hayley K. Crews
School/Mentor Teacher: Lake Park Elementary/ Mrs. Bridget Corbett
Grade Level: Kindergarten
Subject Areas: Language Arts, Technology, Art
Date Taught:
Total Duration of Lesson: 45 minutes

Title of Lesson:
What Sound Does T make?

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 were Teeny Tiny, what would you have said to the ghosts when they asked for the bone? 2. Teeny Tiny was going to make bone soup. What do you think bone soup tastes like? 3. Why do you think Teeny Tiny waited until the ghost came three times before she gave the bone back?    (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: Bennett, Jill. (1989). Teeny Tiny. Boston: Houghton Mifflin.
   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: Paint Picture & Story of The Giving Tree   and  URL: http://www.valdosta.edu/~hkcrews/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 teeny tiny woman who found something that wasn't hers and has to give it back to it's owner.  After we read the book, Teeny Tiny, then you will get to draw a picture on the computer about the part of the book that you liked best.

Introduction questions:  Have you ever seen someone who was really little? Do you think you're really tiny? What is good about being small? What is bad?

Relate lesson to students' lives today and/or future: Teeny Tiny is a book that will tell us some interesting things about a teeny tiny woman.  While we are reading this book, maybe we can could listen for the "T' sound..  This information will be helpful for us to be able to identify the "T" sound..

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 Giving Tree by Shel Silverstein.  (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, Teeny Tiny, by Jill Bennett, 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. 

Provide practice and feedback related to the primary learning outcomes:  Teacher will ask at least two critical thinking questions: 1. If you were the Teeny Tiny Woman explain what you would have done when you heard the ghost asking for it's bone. 2. If you were the ghost, explain whwhy you would be upset that your bone was missing.

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, Teeny Tiny, 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 Teeny Tiny 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.")  The special student  has very serious problems with focusing in on any part of the lessons throughout the day. She is ocnstantly moving around, touching other students, or she just completely ignores everything the teacher says. She is a major distraction and it's very hard to have class when she is all over the place..My heart goes out to her, but also to the teacher and other children. She is in a pull out program and is worked with, but even that doesn't seem to be helping all that much. They are having her evaluated by a county pschologist and hopefully we can get her the kind of help she needs to succeed in life.

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. 

3. Explain what you would add to this lesson plan to accommodate your special student?  In order to include this child I would have to do it with her and really plan out some extra time to make sure we finished it. I would also want to take her out of the classroom and make sure there were no distractions. I might also change some of my questions so that she could best understand them.

Reflections:
1. Describe and give examples of how the students were engaged in learning and responded during your lesson.  They were both very into the book. After we read it they remembered the book so well. I was surprised. I asked them a lot of questions and they knew every one of the answers. I had a hard time explaining the use of the paint program to Braeden. He couldn't get himself going. He found out how to get a new page and did that about 7 times. We were running short on time so I told him he had to start and finish one. He got it then and did his picture. Anna was on top of things. She went right into the program and began to experiment with the tools, then she did her picture. She thought it was SO cool. She really enjoyed the program and did a great job.

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. 
Braeden was satisfactory on everything except for his control of the mouse to do his picture. He eventually got it, but he struggled even then. He was able to understand the story and pick out his favorite part and he attempted to draw it. Eventhough his paint picture is kind of jumbled he is a pretty good artist when he uses paper and pencil. I feel that his picture was not as good as it should have been.
Anna was wonderful. She listened to and answered questions about the story and drew a beautiful picture. I was amazed at how well and quickly she finished her picture. She was very good at controlling the mouse and even saved her own work onto my disk with guidance. I was thoroughly impressed.
    a. Technology Integration:
        Student One:  Braeden-Unsatisfactory- Braeden was not very sucessful in using the mouse to paint his picture.
        Student Two: Anna- Satisfactory- Anna was very good at manuevering the mouse and using the different tools in the paint program.

    b. Language Arts:
        Student One: Braeden-Satisfactory- He answered all of my questions with satisfaction and understood the story and what I was asking of him.
        Student Two: Anna-Satisfactory- She understood all of the questions and was able to accurately answer them. Also, she remembered the specifics of the story and asked nme questions!

    c. Fine Arts:
        Student One: Braeden-Unsatisfactory- It was really hard to tell what he drew and when I asked him he looked confused. I would prompt him and he agreed with what I said. I don't think he really knew what he was trying to draw and it was all jumbled up.
        Student Two: Anna-Satisfactory- Anna's picture was really good and she used lots of different techniques to draw her picture.
 

3. Describe what you would change or do different if you taught this lesson again.  (Give specific examples)

I think I would spend more time explaining the different tools you can use in paint and show them more examples of how to utilize them. They knew the tools, but a deeper explanation would have benefited them. 
 

Book Title & Author for Paint Project	Book Title by Author
Cover of Book
Critical Thinking Questions from Paint Lesson	1.  If you were Teeny Tiny, what would you have said to the ghosts when they asked for the bone? Why do you think Teeny Tiny waited until the ghost came three times before she gave the bone back?  2. Teeny Tiny was going to make bone soup. What do you think bone soup tastes like?

Answers & Comments to the Critical Thinking Questions by Students	1. I would have given it to him right then. I wouldn't have waited for them to ask more than one time! 2. I don't know, I have never had it before. Probably yucky.
Picture from the Paint Lesson
Description of Picture & Comments by Student about their Picture	Anna drew Teeny Tiny and her dog and cat. She also has 2 sunflowers and some great grass and a pretty blue sky. She explained it so well to me and said "Ms. Crews, I drew the cover of the book." I looked at it and she did, and did a really good job!

Answers & Comments to the Critical Thinking Questions by Students	1. I would have thrown it at the ghost and told him to go away. 2. I would like to taste some. I bet it would be good.
Picture form the Paint Lesson
Description of Picture & Comments by Student about their Picture	Braeden drew the graveyard and Teeny Tiny. The mass of brown is her hair and the big white area is the bone Teeny Tiny took. On the bottom of the screen is Teeny Tiny's dog. They gray areas are tombstones and there are ghosts behind them. Braeden said, "I have some scary ghosts, and Teeny Tiny. I thought she needed more hair. She didn't have enough."