Name: Jessica Durham
School/Mentor Teacher: Valdosta Community Child Care Center, Joy Grimsley
Grade Level: Pre-K
Subject Areas: Language Arts, Technology, Art     
Date Taught:
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. If you were a caterpillar, what would you eat? 2. What colors would your wings be if you became a butterfly? (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: Pre-K
Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.

B. Grade: Pre-K
Language Arts
Strand: Written Communication
39 Topic: Literature
Standard: Responds to literal, inferential, and evaluative questions about literature.

C. Grade: Pre-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: Carle, E. (1987). The Very Hungry Caterpillar. New York: Philomel Books.
   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 web site 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 web site included with this lesson plan. 
Web site Title: Paint Picture & Boris and the Monsters  and  URL: http://www.valdosta.edu/~jldurham/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 very hungry caterpillar and how he eats everything and how there is a surprise at the end because he eats so much. After we read the book, The Very Hungry Caterpillar, then you will get to draw a picture on the computer about the part of the book that you liked best.

Introduction questions:  Our story is about a very hungry caterpillar. Who knows what a caterpillar is? Have any of you seen a caterpillar? Where did you see it?

Relate lesson to students' lives today and/or future: The caterpillar in this story eats a lot of food. Let's see if we can count how many different pieces of food he eats. Do you think he will eat a lot.

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, Boris and the Monsters by Elaine McMann Wiloughby.  (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 to draw a picture on the computer of your favorite part of the story.  Teacher will read book, The Very Hungry Caterpillar by Eric Carle, 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. Where is the caterpillars egg? 2. What color is he? 3. What day was the caterpillar born? 4. How many pieces of fruit did the caterpillar eat? 5. Name something the caterpillar ate. 6. How many holes did he eat in the leaf? 7. What color is his cocoon?

Provide practice and feedback related to the primary learning outcomes:  Teacher will ask at least two critical thinking questions: 1. If you were a caterpillar, what would you eat? 2. What colors would your wings be if you became a butterfly? 

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, The Very Hungry Caterpillar, 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 caterpillar and butterflies 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.")  My student has difficulty going from one task to another without closure. He also has to be pried to get information from. 

2. List the specific URL address of one Internet resource web site, 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. I found the most helpful information at the link above. Click here for the specific information.

3. Explain what you would add to this lesson plan to accommodate your special student?  I would make sure to ask every child the critical thinking question. I would be sure to have the students attention and probably ask him more questions. I would be sure to set boundaries for when he is finished and how good of a job he was doing. 

Reflections:
1. Describe and give examples of how the students were engaged in learning and responded during your lesson.  Students listened carefully to the story and were able to answer all of the questions I asked during reading. They asked questions too about what the caterpillar was doing. I tried to ask open ended questions to allow them to imagine

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: Satisfactory: Student is able to control the computer and use the mouse to view the Paint Web page and explore the drawing program. She was                                  able to control where she wanted the mouse to go and drew the best picture.
        Student Two: Satisfactory: Student is able to control the computer and use the mouse to view the Paint Web page and explore the drawing program. He was                                   very consistent in picking the right color that he wanted to use and he was precise in where he wanted the color. 

    b. Language Arts:
        Student One: Satisfactory: Student is able to write or dictate answers that make sense to the presented questions in reference to the story.
        Student Two: 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: Satisfactory: Student is able to develop a picture through the use of the drawing program. She did very well controlling the mouse and                                             concentrated on what she was doing.
        Student Two: Satisfactory: Student is able to develop a picture through the use of the drawing program. He was so good and interested in the paint program                                 that he drew me two pictures.
 

3. Describe what you would change or do different if you taught this lesson again.  I would try to just pull two aside and read them the story. It is hard to keep all the children's attention while you are reading. I would also give them more time to draw and explore the program. I would also probably try to get the whole class to paint like for one of the centers.
 
 

Book Title & Author for Paint Project	The Very Hungry Caterpillar by Eric Carle
Cover of Book
Critical Thinking Questions from Paint Lesson	1. If you were a caterpillar, what would you eat? 2. What colors would your wings be if you became a butterfly?

Answers & Comments to the Critical Thinking Questions by Students	1.I would eat other caterpillars. 2. Green, green, and green.
Picture from the Paint Lesson
Description of Picture & Comments by Student about their Picture	The caterpillar is green and he is standing in front of a black fire.

Answers & Comments to the Critical Thinking Questions by Students	1. I would eat oranges, because I like them 2. My wings would be red and purple.
Picture form the Paint Lesson
Description of Picture & Comments by Student about their Picture	The red circle is the caterpillar. The orange, green, brown, and yellow lines are his food.