General Information
Name: Neema Patel
School/Mentor Teacher: Sallas Mahone/Miss. Whelchel
Grade Level:  K
Subject Areas: Technology Integration, Language Arts, &  Fine Arts
Date Taught:  February 25, 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. 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:  Carle, Eric.  (1987).  The Very Hungry Caterpillar.  New York:  Scholastic.
   2. Computer with Internet connection
   3. Computer drawing program
   4. Printer
   5. Disks (one for each students 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 web site 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 web site included with this lesson plan. 
Web site Title: Paint Picture & Story of Finding Nemo and URL: http://www.valdosta.edu/~nrpatel/paintlessonpaint.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 caterpillar that hatches out of his egg and is very hungry.  They will learn how the caterpillar that ate too much turns into a beautiful butterfly in the end.  After reading the book,  The Very Hungry Caterpillar have students draw a picture on the computer using a drawing program about the part of the book that they liked best.

Introduction questions: This very hungry caterpillar is eating everything in sight.
1.  Does anyone know what a caterpillar is?
2.  Has anyone ever seen one and know what color it is?
3.  Can you think of  some things that may happen if you eat too much?
4.  Does anyone know what a cocoon is?

Relate lesson to students' lives today and/or future:  The Very Hungry Caterpillar    Explain to students that while reading this book,  think of what may happen to you if you eat too much food.  Explains how a caterpillar is transformed into a butterfly and ask them to try to come up with some examples of the transformation.

Have students go to your Paint picture web site and explain that you have made a picture on the computer as an example of one of your favorite books, Finding Nemo.  (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, The Very Hungry Caterpillar 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.  What day did the caterpillar hatch from the egg?
2.  What happened to the caterpillar after eating too much?
3.  How did his problem(feel better) go away?
4.  What is a cocoon like, related to?
5.  What happened to that caterpillar after it got in the cocoon and went to sleep?

Provide practice and feedback related to the primary learning outcomes:  Teacher will ask at least two critical thinking questions:
1.  If you were a very hungry caterpillar, what would you eat?
2.  What you build your cocoon out of?

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 Very Hungry Caterpillar 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 students 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 caterpillar 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 Attention Deficit disordered).  He is not able to stay on task and he needs to be supervised at all times.  The process of completing work takes longer for him compared to the other students.

2. List the specific URL address of one Internet resource web site, where you found information to assist you to work with your special needs student. Information for assisting special students: Teaching Children With ADD   .

3. Explain what you would add to this lesson plan to accommodate your special student?  I may monitor him closer than the other student.  He will not be constrained with a time limit on completion.

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

I told the students what they will be doing and they were exctied; they love using the computor.  They saw my picture and I told them they would have a chance to draw one of their own but mine took a lot longer.  During the story, I did stop and dicussed some things about the book before going on.  Also, I wanted them to know what a cocoon was.  Beofre drawing the picture the students got a chance to play with the program, and learn how to change colors as well as erase unwanted parts.  They told  me they plan on trying this program at home. 

2. Describe and give examples that illustrate how the students achieved each assessment of your lesson. 
    The students were excited from the start and were enthusiastic throughout the lesson.  One of the students already was familiar with the story and was excited to hear it again.  he mentioned something about a butterfly so that immediately sparked an interest in the student that happens to love butterflies.  Thought the book, I asked questions relevant to the story and they responds with answers in detailed.  They liked seeing my picture I produced using a paint program so that encouraged them to want to do one as well.
    A. Technology Integration:
        Student One: Satisfactory-The student was able to scroll through my web page without any help.  The student was able             to create a picture from a paint program.

        Student Two: Satisfactory-The student was able to draw a picture from a paint program.  He was able to draw the                 picture by trying various techniques: changing colors, going from pencil to paint brush, as well as erasing on the program.

    B. Fine Arts:
        Student One:  Satisfactory-In the end of the story the hungry caterpillar turns into a butterfly.  The student loves     
         butterflies so, she was able to create her version of the beautiful butterfly by using the paint program.                   

        Student Two:  Satisfactory-The student was able to draw their favorite part of the story by using a paint program.
 

3. Describe what you would change or do differently if you taught this lesson again.
     If I had a chance to teach the Paint lesson again, I would chose another book.  The Very Hungry Caterpillar is a wonderful book; however one of my students' already heard it before and wanted to share before I read.  Also, I would have more time allotted for the creation of the picture, one of my students was not familiar with the program.  If there was more time, he would have been able to get a better feel on controlling the mouse.  I would have the students separated from one another where they can not look at each others' monitor.  this way, a child would not get discouraged when looking on someone else's' monitor.
 

Book Title & Author for Paint Project	The Very Hungry Caterpillar By Eric Carle
Cover of Book
Critical Thinking Questions from Paint Lesson	1. If you were a very hungry caterpillar, what would you   eat? 2. What you build your cocoon out of?

Answers & Comments to the Critical Thinking Questions by Students	1. If I were a caterpillar, the first thing I would eat  would be a big green leaf.  She said she chose a leaf because this way she will not eat too much like the caterpillar in the story.  She also noted that she hates getting tummy aches so a leaf would stop that from happening.. 2. She would build her cocoon out of leaves.  This way it would be comfortable and soft.
Picture from the Paint Lesson
Description of Picture & Comments by Student about their Picture	She chose a butterfly because in the end of the story, the caterpillar turns into one.  She loved that part and it happens to be her one of her favorite things to draw with crayons.  She wanted to include a sun on the corner because it would make it look pretty and it mean it was daytime.

Answers & Comments to the Critical Thinking Questions by Students	1. Students one said he would eat a leaf from a tree if he was the caterpillar.  He saw learned that in the story; eating a leaf make the caterpillar feel before and doesn't even want all the junk food the caterpillar ate. 2. He would build his cocoon out of sticks.  Sticks are easy to find in the forest.
Picture form the Paint Lesson
Description of Picture & Comments by Student about their Picture	He thought the end of the story was the best part when the caterpillar turns into a butterfly.  He wanted to illustrate that part of the story.  He wanted his butterfly to be colorful too.