General Information
Name: Lawana Burke     
School/Mentor Teacher: Cook County Primary  School/ Mrs. Davis
Grade Level: Kindergarten
Subject Areas: Technology Integration, Language Arts, &  Fine Arts
Date Taught:
Total Duration of Lesson: About 45 minutes

Title of Lesson
 If You Take a Mouse to School Lesson Plan

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: Numeroff, Laura. (2002). If You Take A Mouse To School. USA: HarperCollins.
   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 & Little Red Riding Hood and URL: http://www.valdosta.edu/~llburke/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 and his mouse in a busy day of school.  After reading the book, If You Take a Mouse to School, 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 mouse is a special friend to the boy.
1. Have you ever read any books by Laura Numeroff? 
2. If you were able to bring any pet you wanted to school which pet would you bring?
3. Do you have a pet at home? 
4. What things do you have to do to take care of the pet?

Relate lesson to students' lives today and/or future: If You Take a Mouse to School book will tell us some interesting things about the what happens at school and how to react to certain situations that occur.  Explain to students that while reading this book, maybe they could find the mouse in each picture and what emotion he expresses. 

Have students go to your Paint picture website and explain that you have made a picture on the computer as an example of one of your favorite books, Little Red Riding Hood by Charles Perrault.  (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, If You Take a Mouse to School by Laura Numeroff and illustrated by Felicia Bond, 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 do you think the mouse wants to go to school with the boy?
2. Is it normal for a mouse to be a pet?
3. Do you think the mouse is going to eat the sandwich and cookies at school?
4. Is the mouse making a mess doing the science experiment?

Provide practice and feedback related to the primary learning outcomes:  Teacher will ask at least two critical thinking questions:
1. If you were the boy who took the mouse to school what would you have done to keep the mouse busy? 
2. If you were a teacher, explain where would you have placed the mouse during school?

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, If You Take a Mouse to School, 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 some of the interesting facts about the mouse 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 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. 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.") The special student has trouble following along with the class because Spanish is his first language. He often doesn't know what to do on assignments. He knows very little English and goes to ESL time every day to help him relate Spanish words to English words. 

2. List the specific URL address of one Internet resource website, 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. List the specific URL information for your special student. http://iteslj.org/Techniques/Houston-TeachingIdeas.html. 

3. Explain what you would add to this lesson plan to accommodate your special student?  I would spend extra time after I explain the lesson with the special student to make sure he understands what is expected of him to do. Maybe learn some necessary Spanish in order for special student to learn some English. It will also help student interpret directions. 

Reflections
1. Describe and give examples of how you used instructional stategies and the use of technology to encourage students' development of critical thinking, problem solving, and performance skills during this technology  integrated lesson.

Students were excited that they were chosen to use the paint program to draw a picture.  They thought it was neat that I had a webpage and that they could later look at their picture on the internet from any computer. They were so excited to learn and listen to a story.

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.)

They are far advanced than children were in past years.  They already knew how to use the mouse and click on icons. The computer class they are taking is helping them to understand the parts of a computer and how to use it.
    A. Technology Integration:
        Student One:  Satisfactory- She told me she already knew how to use the mouse and paint program and proved to me she was right.
        Student Two: Satisfactory- I showed him how to use the different tools for the paint program. He had little trouble after that.

    B. Fine Arts:
        Student One: Satisfactory- She was able to draw a picture pertaining to the story after one or two attempts of getting the picture better.
        Student Two: Satisfactory- He was quick at creating a picture and happy with the results.
 

3. Describe what you would change or do differently if you taught this lesson again.  (Give specific examples)

Since I went to the library to do the paint lesson, I was unable to open the programs prior to the students coming to the library.  I would have the paint program and my webpage open so as not to allow time for students to get distracted. Time was wasted when I had to open the programs.   
 

Book Title & Author for Paint Project	If you Take a Mouse to School by Laura Numeroff
Cover of Book
Critical Thinking Questions from Paint Lesson	1. If you were the boy who took the mouse to school what would you have done to keep the mouse busy?  2. If you were a teacher, explain where would you have placed the mouse during school?

Answers & Comments to the Critical Thinking Questions by Students	1. "I would have let it help do my work." 2.  "In a box on the teacher's desk."
Picture from the Paint Lesson
Description of Picture & Comments by Student about their Picture	This is the mouse and the cookies it took to school. The kindergartener, B. said "The mouse is going to eat the cookies at school."

Answers & Comments to the Critical Thinking Questions by Students	1. "I would let it play outside on the playground." 2. "I would let it stay with me during class."
Picture form the Paint Lesson
Description of Picture & Comments by Student about their Picture	This a picture of the mouse house with a bed, rope, and mouse. The kindergartener, K. said, "The blue and white are the pillows. He built the house at school. He has big house."