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1. Pretend you were born and did not
look like a boy or girl, what would you do? How would you feel?
2. The animals in the story made fun of the ugly duckling, what do you think they would say to him now if they saw him as a beautiful swan? |
General Information
Name:
Julie Haddock
School/Mentor Teacher:
Clyattville Elementary - Mrs. Lorri Rogers
Grade Level: K
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. With teacher guidance, student will be able to use the mouse while
operating the computer
B. With teacher guidance, 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: Andersen, H. (1995, 1986). The
Ugly Duckling. New York: Western Publishing Company.
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 & Story of
The Rainbow Fish and URL: http://www.valdosta.edu/~jjhaddoc/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 duckling that hatched and didn't
look like the other ducks.
After reading the book, The Ugly Duckling,
have students draw a picture on the
computer using a drawing program about the part of the book that they
liked
best.
Introduction questions: (Four or more)
The Ugly Duckling is about a
duckling that did not look like the other ducks.
1. Have you ever read the
story The Ugly
Duckling? What do you think the story is
about?
2. Do you think the other animals
will make fun of the duckling? What do you think the duckling will do
when they make fun of him?
3. How does it make you feel when someone makes fun of you?
4. Do you think the duckling liked it when the other animals made fun
of him?
5. If you were a duck and
looked liked The Ugly Duckling
what would you do?
6. What does it mean to be accepted?
Relate lesson to students' lives today and/or future: The Ugly
Duckling is about a
duck who hatches, but does not look like the other ducks. The duckling
was not accepted by others because he looked different. The ducklings
feelings were hurt. In our lives we liked to be accepted and cared
about. We need to try hard to be nice to everyone no matter how
they look. It hurts our feelings when people do not accept us and it
hurts other people feelings when they are not accepted.
Have students go to your Paint picture web
site
and explain that you have made a picture on the computer as an
example
of one of your favorite books, The
Rainbow Fish by Marcus Pfister.
(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.) Briefly share your Paint
picture
and explain why this book is one of your favorite books.
Estimated Time:
About 10 minutes
Step Two:
Teaching the Primary
Learning Outcomes
Explain to the students that you have selected a special book, The Ugly Duckling by Hans Andersen,
that
you are going to read to them. After reading the book to the
students, then have students draw a picture using a drawing program on
the computer of their favorite part of the
story.
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.
(List four or more questions to ask students while reading the book.)
1. Why did the mother duck tell
the other animals to "leave him alone"?
2. Why did the duckling leave home?
3. When the duckling was on the
ice before the man took him home, why do you think he was crying?
4. How did the duckling feel when
he saw his reflection?
Provide practice and
feedback related to the primary learning outcomes: Teacher
will ask at least two critical thinking questions:
1. Pretend you were born and did not
look like a boy or girl, what would you do? How would you feel?
2. The animals in the story made fun
of the ugly duckling, what do you think they would say to him now if
they saw him as a beautiful swan?
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, The
Ugly Duckling,
using a 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:)]. If possible save
students' pictures on computers, just in case something happens to the
pictures on the disks.
Estimated Time:
About 25 minutes
Have students discuss their pictures and explain how they made their pictures in the drawing program to you, and if possible to their teacher and peers. Have students discuss how they would feel if someone made fun of them. 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 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. 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. A child in this classroom setting has a
special need. This child has been diagnosed with Asperger's Syndrome.
This syndrome is in the Autism family. Children with Asperger's
Syndrome usually has a difficulty with change and may become rather
anxious.
The student in the particular room has a major difficulty changing
task. He/she gets extremely upset if he/she is not the first or last no
matter the situation.
2. Information for assisting special
students:
Link for
Autism and Asperger Syndrome
3. There is not many changes needed for this activity except for the time expansion. It may take a few minutes to get this child over to the computer because it is a change in routine. The accommodations suggest allowing child time for computer based learning. I will have to be flexible with this activity allowing this child a few extra minutes to explore the paint program. I will ask several questions to ensure understanding. If this child does not want to draw using the mouse maybe he/she can explore with the mouse by moving it around and clicking on different items directed by teacher. Then student can draw a picture at his/her desk so he/she can return to familiar surroundings. I can then scan the picture and import it into the on line link.
Reflections
1. Describe and give examples of how you used
instructional strategies and the use of technology to encourage
students' development of critical thinking, problem solving, and
performance skills during this technology
integrated lesson.
While teaching my lesson children explored an example page on the
Internet that I had created to help them understand the objectives. The
children used the paint program to paint a picture of their favorite
part of the book. Children then wrote a few sentences about their
pictures. The children were able to explore using the mouse by opening
links to my webpage and opening the paint program. The children also
used the mouse to click on the needed tools to create their picture.
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. (List
specific
examples (as evidence) that illustrate how your students
did for each
part
of the lesson's assessment.)
A. Technology Integration:
Student One:
satisfactory - This student navigated through the designated web page
with the mouse and also used the scroll bar on the side of the page.
Student Two: satisfactory
- This student successfully used the mouse to scroll up and down.
He also
was able to use the mouse to click on the required links. He also was
able to open the page and save his work.
B. Fine Arts:
Student One:
satisfactory - Student one used paint program successfully. He was able
to use the various tools such as paint brush, eraser, and pencil. He
had a little trouble using the symmetric figures, but soon achieved
this
skill.
Student Two:
satisfactory - Student two successfully navigated through the paint
program. He quickly mastered the use of the symmetric tools along with
the other paint tools. He was able to change the color with little
assistance.
3. Describe what you would change or do differently if you taught
this
lesson again. (Give specific examples)
If I were to do this lesson again I would have the paper ready for
the children to instantly write their sentences. It was the afternoon
when we wrote our sentences. I had to review the book with one of the
children and we looked at his paint picture again. He remembered then
what he had drawn. If the paper would have been available instantly
this would not have been a problem. I also took a while introducing the
lesson I probably would shorten this next time.
Paint Pictures by
Elementary
Students
Paint Lesson developed by Julie Haddock for
Kindergartners in Mrs. Roger's class at Clyattville Elementary School
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1. Pretend you were born and did not
look like a boy or girl, what would you do? How would you feel?
2. The animals in the story made fun of the ugly duckling, what do you think they would say to him now if they saw him as a beautiful swan? |
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1. I would feel sad and get out of the way. I
would go home and tell my mom. I would run away.
2. If they saw the swan now they would say
that he was nice, beautiful, and all that kind of stuff. |
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1. If you looked like an animal
people would laugh at you and you would be sad. I would go to the
jungle.
2. If they saw the swan now they would not
laugh at him and they would think that he was real beautiful. |
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