Learning with Technology & Literature Lesson Plan by Laura Lee

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Mentor Teacher's Signature

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Date

Learning With Technology & Literature Lesson Plan

General Information
Name: Laura Lee
School/Mentor Teacher: Valdosta Community Day Care Center/Ms. Rebecca
Grade Level: Pre-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. 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: Heller, R. (1981). Baby animals on the farm. Wisconsin: 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 & Baby Animals on the Farm and URL: http://www.valdosta.edu/~lelee/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 young girl who loves to visit the animals and their babies on her farm. After reading the book, Baby Animals on the Farm, 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. Have you ever read any of the books being on a farm or about farm animals?
2. Have you ever been to a farm?
3. If you were able to visit a farm, what kinds of animals would you want to see?
4. Can you tell me something about farm animals?

Relate lesson to students' lives today and/or future: Baby Animals on the Farm tells us of different animals on a farm and show us what Katie does when she visits them. Explain to students that while reading this book, maybe they could think of some farm animals and tell what they would do when they visited the animals. In addition, the students could use their creativity to draw a farm and the different animals on it. We could also talk about animals that you would find on a farm and those you would not find on a farm.

Students control 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 other kinds of animals do you think Katie will visit on her farm?
2. What do you think Katie's favorite baby animal will be?

Estimated Time:
About 10 minutes

Step Two: Teaching the Primary Learning Outcomes
Read selected book, Baby Animals on the Farm, by Rebecca Heller, 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 does Katie do when she visits the chicks?
2. What does the mama cat do to the baby kittens?
3. How many baby ducklings does katie count?
4. Who are Katie's favorite baby animals?

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 visited Katie's farm, what animals would you like to visit? What animals would you not want to visit?
2. What kinds of animals would you have on your farm? Why?

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, Baby Animals on the Farm, using a computer drawing program. 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

Step Three: Closure

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 farm and farm animals 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. One of the students has a phsycial disability. His hand did not fully develop when he was born, so he only have two fingers.

2. Explain what you would add or change in this lesson plan to accommodate your special student?

· Use accessibility applications in the control panel of the computer’s operating system to enhance access using the standard computer keyboard
· Provide an alternative to the standard computer keyboard such as an on-screen keyboard for young students, an enlarged keyboard for students who need large keys on the computer keyboard or a mini-keyboard for students who need a keyboard that is smaller than the computer keyboard
· Provide the student with a microswitch for scanning access as an alternative to the standard computer keyboard

Provide the student with an alternative to the standard computer keyboard such as a trackball, joy stick, or head mouse

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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.
In the paint lesson, I used a variety of learning experiences. The students were able to discuss their knowledge of farms and farm animals. Only one student had been on a farm. Then they listened to the story and answered questions of understanding. They also asked questions about things they did not know about. The students were then able to use the computer and paint program to paint a picture about the book. The students had never used this program before and found it very interesting.
b. Describe and give examples of how your Paint lesson encouraged students' development of critical thinking and problem solving.
After I read the summary of the story to the students, they answered the critical thinking questions by thinking ahead and using there imagination as to what would happen at the end of the story. While reading they story I would stop and ask question about the animals and what was going on in the story.

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.
While we were reading the story the students would stop me and tell me if they had ever seen that particular animal. They would also ask questions about the animals. We stopped on a page with ducks and they wanted to count how many baby ducklings there were.

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: SATISFACTORY: Jermaine had never used the paint program before but he caught on and was able to use the mouse to paint a picture. He also changed tools and colors with little help from the teacher. He did a very good job using the mouse.
        Student Two: SATISFACTORY: Melissa had never used the paint program before but she was able to use the mouse to paint a picture. She could change colors but had a little trouble changing tools. She did, however, love the "fill" tool. She did a very good job.

    B. Fine Arts:
Student assessed by the development of a picture using the drawing program.
        Student One: SATISFACTORY: Jermaine did a good job of using his imagination to create a picture. He used different colors and explained to me what her was drawing. This was his first time using the computer and paint program.
        Student Two: SATISFACTORY: Melissa used her imagination to create her picture of the farm. She used several different colors and explained to me what her picture was. This was her first time using the computer also.

<>3. Describe what you would change or do differently if you taught this lesson again. (Give specific examples)
If I taught this lesson again, I would help them develop the idea of what they wanted in their pictures a little more. I would ask more questions besides :What part of the story would you like to draw? I would get them to think more about what else would be in the picture. What colors would they want to use? The students were very eager to begin drawing and I feel they did an excellent job representing their ideas. I did not want them to feel like they should draw what I wanted them to, but to express themselves, so I may not have helped them as much as I should have.

Paint Pictures by Elementary Students
Paint Lesson developed by Laura Lee for Pre-K at Valdosta Community Day Care Center

Book Title & Author for Paint Project	Baby Animals on the Farm By: Rebecca Heller
Cover of Book
Critical Thinking Questions from Paint Lesson	1. What other kinds of animals do you think Katie will visit on her farm? 2. What do you think Katie's favorite baby animals will be?

Answers & Comments to the Critical Thinking Questions by Students	1. She might visit a cow, a dog, and some birds. 2. The horse.
Picture from the Paint Lesson
Description of Picture & Comments by Student about their Picture	This is the farm that Katie visited the baby animals on. My favorite animal was the ducks. We got to count how many baby ducks there were.

Answers & Comments to the Critical Thinking Questions by Students	1. Kaite will see a cow, pig, and a dog. 2. She will love the pig.
Picture form the Paint Lesson
Description of Picture & Comments by Student about their Picture	This is a picture of the pig on the farm. I like the pig, but my favorite animal was the duck because they were cute.