General Information                                                                         

Name:  Lisa Kidd                                                                    
School/Mentor Teacher: J. L. Lomax/ Rhodes
Grade Level: 1                                                                                     
Subject Area(s): Technology Integration, Language Arts                                                                       
Date Taught: 3/28/2006                                                                       
Total Duration of Lesson: 55 minutes

 Title of Lesson
Paint Picture/Read Aloud

 Primary Learning Outcome(s)

A. Students will be able to use a computer mouse to point to objects in a picture that relate to a story.
B. Students will make predictions about a story.
C. Students will decorate chart paper with pictures that relate to a read-aloud.

Related QCC Standard(s) or Georgia Performance Standard(s)

A. QCC Technology Integration
Strand: Basic Skills Technology Connection. Standard: Operates basic technology tools and applications.
B. ELA1R6b. The student uses a variety of strategies to understand and gain meaning from grade-level text. The student makes predictions using prior knowledge. C. ELA1R6c.The student uses a variety of strategies to understand and gain meaning from grade-level text. The student asks and answers questions about essential narrative elements of a read-aloud or independently read text.

Materials and Equipment

Demi (1990). The empty pot. New York: Henry Holt and Company.
Computer with internet connection
Web page: http://www.valdosta.edu/%7Elakidd/global.htm
Chart paper
Markers
Potted flower
Plant seeds

 Technology Connection

Technologies that will be used in this lesson include: computer with Internet connection, a picture developed using a computer drawing program, and a designed website that includes computer painted picture and links to cultural websites that represent the country in a multicultural literature book. 

Procedures

Step One: Introduction

Part One: PAINT PICTURE ACTIVITY

Bring in some seeds and a small potted flower in a pot. Show the seeds to the students. Ask if they have ever planted a seed. If they have not, remind them that they might have planted beans in Kindergarten. Then show them the flower. Explain that some people are great at growing flowers. Tell them that I am not one of those people, but the boy in the picture is.

Estimated Time: 5 minutes

Step Two: Teaching the Primary Learning Outcome(s)

1. Work with a small group of students (2-5).  Show students the PAINT picture on your page. Ask the children to use the mouse to point to various objects in the picture and tell them to describe them or name them. (Assessment, PLO A).

Read the text under the picture then read the questions.  Write their responses individually on a large sheet of chart paper that also has the questions on it. (Assessment, PLO B)

There was a boy named Ping who loves to grow flowers. He is very good at it and can grow the most beautiful flowers in China. In this story the Emperor wants to find someone to take his place because he does not want to be the Emperor anymore. The Emperor decided to choose a child to be the next Emperor. He gives all the children a seed and tells them to plant it and grow it and bring the plant back in a year. The boy is excited because he knows he will grow a fine flower for the Emperor.

a. How does the boy in the picture feel?

b. Why do you think he feels that way?

c. Where do you thing he lives?

2.  I am going to read you a story today. Read the title of the book, author, illustrator, and do a picture walk with the students.

The name of this book is The Empty Pot. It was written and illustrated by Demi.

Ask some questions and point out words or objects:

Words:

Successor: The person who will be next to serve as Emperor (or president, or King) China: What is China? Where is it? Proclamation: an announcement. Throne:   Transferred: To move from on place to another. Ashamed: a bad feeling you get when you have done something wrong. Provide meanings for these words.

a. What is an Emperor?

b. Look at the clothes the children are wearing. How are they different from the clothes we wear?

c. What is something we see in almost every picture?

Read the story to the children

Check for understanding before going on.

Discuss the story. Why didn’t Ping’s seed grow? Why was he chosen to be the Emperor. What is an Emperor?

 Provide practice and feedback related the primary learning outcome(s)

Ask the children to decorate or enhance the chart paper with their own words or pictures related to the story. (Assessment, PLO C)

 Estimated Time: 45 minutes

 Step Three: Closure

Now that we have visited my website, and learned about children in China, tell me what you wrote or drew on the chart paper from the story and why you chose to put it on the page. Tomorrow we will be doing more things with my web page.

Estimated Time: 5 minutes

 Assessing the Primary Learning Outcome(s)

Assess the students using the attached rubric.

A. The students will be assessed by observation when they are using the mouse at the computer.
B.  The students’ answers to the questions written on the chart paper will be assessed. They should have the ability to make a reasonable prediction about the book based on the paint picture.
C. The drawing and/or writing that the children add to the chart paper will be assessed. It should relate to something in the story.

Extension

Have children retell the story by drawing events in order on a piece of paper.
 

Rubric

General Information                                                                         

Name: Lisa Kidd                                                         
School/Mentor Teacher: J.L. Lomax/Rhodes
Grade Level:     1                                                                                 
Subject Area(s): Reading/Technology                                                                           
Date Taught: 3/29/2006                                                           
Total Duration of Lesson: 55 minutes

Title of Lesson

Learning About Our World through Literature and Technology   

Primary Learning Outcome(s)

A. Student will be able to use the mouse while operating the computer.
B. Student will be able to respond to questions about a diverse cultures and languages other than English.
C. Student will be able to locate the United States on a world globe.
D. Student will be able to locate the continent Asia.

 Related QCC Standard(s) or Georgia Performance Standard(s)

A. Grade: K
Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.
B. Grade: K
Social Studies Georgia Performance Standard
Geographic Understandings
SSKG1: The student will describe American culture by explaining diverse community and family celebrations and customs (this also includes the cultures represented by children from other countries that are enrolled in our schools, whose native language is other than English)
C. SS1G2: The student will identify and locate his/her city, country, state, nation and continent on a simple map or globe.
D. SS1Ga: The student will locate major topographical features of the earth’s surface. The student will be able to locate all of the continents.

Materials and Equipment

1. Computer with Internet connection set to your Global Diversity Graphic Organizer

http://www.valdosta.edu/%7Elakidd/global.html

2. Multicultural children’s book:

Demi (1990). The empty pot. New York: Henry Holt and Company.

3. Colored markers, crayons, and chart paper
4. Chop sticks
5. World Globe

Technology Connection

Technologies that will be used in this lesson include: computer with internet connection, a picture developed using a computer drawing program, and a designed website that includes computer painted picture and links to cultural websites that represent the country in multicultural literature book.  Elementary students will use computers to view websites developed for multicultural literature book.

Procedures

Step One: Introduction

Show students the graphic organizer and talk about China and also how it relates to the story you read them earlier.

This is my graphic organizer of China. China is the country where the book The Empty Pot took place. Ping lived in China. I would like you to learn a little more about China. We are going to look at some differences between China and the United States of America.

Estimated Time: 15 minutes

Step Two: Teaching the Primary Learning Outcome(s)

Show the students the globe. Ask them to try to find the United States. If they can not find it, show it to them. Tell them that we live in the United States and our continent is called North America. We read a book about a boy who lived in China. China is located on the continent call Asia. Show them on the globe where Asia and China are.

Tell students we will be looking at different web pages to learn more about Chinese culture.

 Have them read question #1. Have them click on the first link (language). Tell them to look at the symbols and click on some of the words to hear what the Chinese language sounds like. (Guided practice, assessment PLO A)

Check for understanding before going on.

1. What does the language sound like? Can you try to talk in Chinese? Can you write a Chinese symbol? (www.zapchinese.com) Write answers on chart paper. (Guided practice, assessment PLO B)

 Have them read question #2. Have them click on the second link (people). Tell them to click on a small picture and show them how to do the slide show. Let them look at all the pictures. (Guided practice, assessment PLO A)

 Check for understanding before going on.

2. Notice how the people of China dress. Do they look the same as the children in the book? How are they different from you? (www.chinapictures.org) Write answers on chart paper. (Guided practice, assessment PLO B)

 Have them read question #3. Have them click on the third link (food). Tell them to click on a small picture and do the slide show just like the last one. Let them look at all the pictures. (Guided practice, assessment PLO A)

 Check for understanding before going on.

3. What kinds of food do people in China eat? Do you like Chinese food? What is your favorite Chinese food? (www.travelchinaguide.com) Write answers on chart paper. (Guided practice, assessment PLO B)

 Provide practice and feedback related the primary learning outcome(s)

a. Give students paper, and ask them to write words and draw pictures that relate to what they learned from going through the web sites. (Independent practice, assessment PLO B)

b. Look at the globe again. Ask the students to show you where North America (United States) and Asia (China) are. (Assessment, PLO C, D).

Estimated Time: 15 minutes

Step Three: Closure

Ask each student to read or tell what they drew on the chart.

Give the students a pair of chopsticks and tell them they can take them home and try to use them.

Estimated Time: 15 Minutes

Assessing the Primary Learning Outcome(s)

A. Technology Integration
Student will be assessed through observation while using the mouse to control the computer and using the drawing program.
B. Social Studies
Student will be assessed through answers to questions, illustrations, and discussions about diverse cultures.
C. Students will point to North America on a globe.
D. Students will point to Asia on a globe.

Extension

Students will be asked to find more internet sites about China and write new information they have learned on paper to share with the rest of the class.

Accommodation

Students will be helped with reading information form the internet sites.

Students with poor fine motor skills will be allowed more time to finish drawing on the chart paper.

 
Rubric

Contextual Factors for Lesson 1 and 2

The teacher uses information about the learning-teaching context and
student individual difference to set learning goals and plan instruction and assessment.

    Classroom Characteristics

o       Number of students

§             1   Number of boys
§             2   Number of girls
§           6-7 Age range

 o       Ethnicity (number of students)

§           3     African American
§         ____ Asian American
§         ____ Native American
§         ____ Hispanic
§         ____ Caucasian
§         ____ Other

 
o       Reading Achievement

§         Based on: DRA Average_____________________________________
§            1    % Above-average or advanced skill level
§            2    % Average or intermediate skill
§         ____ % Below average skill level

 
o       Mathematics Achievement

§         Based on: ____9 Weeks average_______________________________
§         _2     % Above-average or advanced skill level
§         _1     % Average or intermediate skill
§         ____ % Below average skill level

 o       Classroom Organization (check as many as apply)

§         ____ Homogeneous
§         _X    Heterogeneous
§         ____ Self-Contained
§         ____ Team Teaching
§         ____ Departmentalized
§         ____ Parallel Block
§         List other programs:

 o       Resources (check as many as apply)

§         _1     Television
§         _X    Classroom library
§           4     Number of computers in classroom
§         200+ Estimate number of books
§         List other resources (such as math and science manipulative materials):

 
   Individual Differences

o       Students Attending Pull-Out or Supplementary Programs (number of students)

§         _3     Title I
§         ____ Reading
§         _1     Gifted
§         ____ Early Intervention Program
§         ____ Safety Net
§         List other programs:

 o       Language Proficiency (number of students)

§         _3     English language
§         ____ Bilingual
§         ____ Other languages
§         List other languages:

 o       Students with Individual Education Plans (IEP) (number of students)

§         ____ Blind or visually impaired
§         ____ Deaf or hearing impaired
§         ____ Developmentally delayed
§         ____ Emotionally or behaviorally disordered
§         ____ Learning disabled
§         ____ MiMH
§         ____ OHI
§         ____ Physically disabled
§         ____ Speech
§         ____ Other