|
|
|
|
|
 |
|
|
1. What type of animal would you
have in the basket at the end of the story? 2. What is your favorite birthday present ever? |
General Information
Name:
Leslie Ann Reed McMillan
School/Mentor Teacher:
Nashville Elementary
Grade Level:0
Subject Areas: Technology Integration, Language Arts, &
Fine Arts
Date Taught:
Total Duration of Lesson: About 45 minutes
Title of Lesson
Learning
shapes in our environment
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: Eric Carle, 1972 Secret Birthday Message.
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 Secret Birthday Message and URL: http://www.valdosta.edu/~lareed/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 boy who recieves a letter on his
birthday containing a map to find his prize.
After reading the book, Secret Birthday Message,
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.Can you name any shapes in the world around you?
2. Have you ever seen anyone use a map?
3. What are maps used for?
4. What do you think the story is
going to be about?
Relate lesson to students' lives today and/or future: The Secret Birthday Message is going to
help us recognize shapes in the world around us, and help us learn the
importance of maps. Explain to students that while
reading this book,
maybe they could find some shapes in the classroom.
Students contol 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 to be the surprise
at the end of the map?
Estimated Time:
About 10 minutes
Step Two:
Teaching the Primary
Learning Outcomes
Read selected book, The Secret Birthday
Message, by Eric Carle, 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. What do you think the start
stands for?
2. What do you think the
square stands for?
3. Who is the author of the book
and what does he/she do?
4. Who is the illustrator
of the book and what does he/she do?
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. If you were to make a map for
your friend, what shapes would you use to describe the
environment?
2. If you were the author
how would you have changed the map?
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 Secret Birthday
Message,
using a computer drawing program. Tteacher
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 shapes 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.")
In my classroom we have a special student who
is really behind the rest of the class. He learns extremely slowly and
can not keep up with what the other students in the classroom are
learning. He often gets off task and loses interest because he has a
hard time.
2. Explain what you would add or change in
this
lesson
plan to accommodate your special student?
+ Get student’s attention before giving
directions (tell student how to pay attention, look at me while I talk,
watch my eyes while I speak). Ask student to repeat directions.
+ Attempt to actively involve student in lesson (e.g. cooperative
learning).
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.
This acitivity allowed students a chance to work on their computer
skills and tone up some of their motor skills. They had to listen
carefully to oral instructions and then follow those instructions
correctly to create a suscessful product.
b. Describe and
give examples of how your Paint lesson encouraged students'
development of critical
thinking and problem solving.
The students had to really concentrate on what they were doing.
Several times the children didn't like what they were drawing, so they
would take the eraser and erase it and start again.
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.
My students were very different in the way they responded to the
lessson. Aliyah didn't want any help and did not need any either. She
took control and drew her picture and then even went back and typed a
few words to go along with her picture. Austin wasn't so confident
working on his own, so I really had to help him alot and walk him
through it.
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: (Aliyah)
She was extremely satisfactory. She took complete control of the mouse
and computer and had no problems coming up with a product.
Student Two: (Austin) He was
satisfactory. He did not come to the program with as much experience as
Aliyah, but he left knowing enough to create a very nice product.
Austin played around with the program a lot more, and really taught
himself a lot.
B. Fine Arts:
Student assessed by the development of a picture using the
drawing program.
Student One:
Satisfactory - She erased and redid several times, but she completed a
very nice picture.
Student Two:
Satisfactory- He took alittle while, but he learned a lot and really
surprised me with how well he did.
3. Describe what you would change or do differently if you taught
this
lesson again. (Give specific examples)
If I could change this lesson I would like to have more teachers
envolved so that the entire class could go to the lab at one time. I
wish every child could have had an opportunity to take part in the
activity. I tihnk they would have all really enjoyed it!
Paint
Pictures by
Elementary
Students
Paint Lesson
developed by for
graders at Elementary School
|
|
|
|
|
|
|
|
1. What type of animal would you
have in the basket at the end of the story? 2. What is your favorite birthday present ever? |
|
|
1. A kitty cat.
2. A hige teddy bear.
|
|
|
 |
|
|
This is a picture of the boy in the story named Tim. She really
had fun drawing this picture. She is experienced in this program so
therefore she didn't need or want any help.
|
|
|
1. A horse
2. A spiderman toy. |
|
|
 |
|
|
This is a picture of the stars in the night sky which are on the cover
of the book. Austin really liked his picture, it took awile but he
finally got the hang of it.
|