General Information
Name:  Catherine Dees
School/Mentor Teacher: North Brooks Elementary School/Patrice Griffin
Grade Level: Kindergarten
Subject Areas: Technology Integration, Language Arts, & Fine Arts
Date Taught:  October 19, 2004
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: Stevenson, J. (1978). The worst person in the world. New York: Greenwillow.
   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 Worst Person in the World and URL: http://www.valdosta.edu/~mcdees/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 an old man called Worst and how he meets the ugliest creature in the world and begins to feel differently about having friends.  After reading the book, The Worst Person in the World, 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 or heard of this book? 
2. Do you like baseball? parties?
3. What do you think about monsters?
4. How does it make you feel when someone does not want to be friends with you? 

Relate lesson to students' lives today and/or future: The Worst Person in the World book tells the story of a man who is unhappy and does not want any friends.  Explain to students that while reading this book, maybe they will be able to relate to how Ugly and the Worst felt.  In addition, the story teaches a values lesson about being a good friend and how important it is to be kind to others.

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. Why do you think the Worst went to find Ugly and the kids?
 
Estimated Time:
About 10 minutes

Step Two: Teaching the Primary Learning Outcomes
Read selected book, The Worst Person in the World, by James Stevenson, 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 of the Worst?
2. If you had been the one who passed the kids playing baseball, would you have told them where the ball was?
3. How do you think the Worst feels about Ugly?
4. Why does Ugly do so many nice things for the Worst?

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. How do you feel about Ugly?
2. Why do you think Ugly wanted to throw a party?

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 Worst Person in the World, 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

Students will discuss their pictures and explain to you how they made their pictures in the drawing program .  Have students discuss some of the parts of the story that they found interesting.  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.

Accommodations
 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.") 
This special needs student has difficulty pronouncing and sounding out words.  She tries very hard but often is unable to speak clearly or determine the letter that goes with a particular sound.  She also has great difficulty staying on task and sitting still.

2. Explain what you would add or change in this lesson plan to accommodate your special student? 
Rather than having the students sit at a table while I read the book, I would have them sit on the floor to listen to the book. This would allow the student freedom to be comfortable and unrestricted.  I would also provide assistance with unfamiliar words and concepts that may be too difficult for the student to understand.

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.

My Paint lesson culminated reading comprehension with creative arts and technology.  I asked students critical thinking questions to encourage discussion of the text.  I also showed students my home page and my Paint Picture page.  Students had the opportunity to choose their favorite part of the book and draw a picture of it using the Paint program.  This lesson exposed children to several different uses of technology and helped them to make their own meaning of the text.

    b. Describe and give examples of how your Paint lesson encouraged students' development of critical thinking and problem solving. 
I asked the students several questions to help them connect with the story as we read.  Several of the questions were "What do you think of the Worst?" and "Why do you think the Worst went to find Ugly and the kids?" These questions helped the students to go beyond an aesthetic reading so that they could think critically about the story.  I also asked them to tell how they would have handled a moral dilemma one of the characters faced.  

    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. 
I tried to spark the students' interest in the lesson by doing a picture walk before beginning the story.  I also asked several introduction questions.  Included were questions about the students' interest in baseball and parties and their friendships.  The students enjoyed sharing their own personal experiences.  One student shared about how fun parties were and the other expressed lots of enthusiasm about baseball.  Then the students chose their favorite part of the story and drew it using the Paint program.

Book Title & Author for Paint Project	The Worst Person in the World by James Stevenson
Cover of Book
Critical Thinking Questions from Paint Lesson	1. How do you feel about Ugly? 2. Why do you think Ugly wanted to throw a party?

Answers & Comments to the Critical Thinking Questions by Students	1.  He is really nice.  He does lots of nice things for the man. 2.  Ugly wanted to throw a party because you get to invite friends over when you have a party and it's fun.
Picture from the Paint Lesson
Description of Picture & Comments by Student about their Picture	Allie said her favorite part of the story was the monster, so she painted a dancing dinosaur. She painted the body dark pink and made the background bright magenta.

Answers & Comments to the Critical Thinking Questions by Students	1. Ugly is nice. 2.  Ugly just liked parties.
Picture form the Paint Lesson
Description of Picture & Comments by Student about their Picture	Bryan really liked the monster in the story, so he painted his own version of Ugly.  He used gray to draw the body and filled in the picture with red, because he likes the color red.