Learning With Technology & Literature
Lesson Plan
General Information
Name: Ryan Dean
School/Mentor Teacher: Dewar Elementary/ Mrs. Roesch
Grade Level: K
Subject Areas: Technology Integration, Language Arts, &
Fine Arts
Date Taught: March 31, 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 includes:
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: Stevens,
Janet. (1995). Tops
and Bottoms (Harcourt Brace & Company, New York).
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/~rmoore/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 lazy bear that cannot tell the
difference between the
tops and bottoms of vegetables, and is tricked by a sneaky rabbit.
After reading the book, Tops
and Bottoms, 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)
1. Do any of you have a garden at home?
2. What kinds of things do you grow in your garden?
3. What kinds of vegetables
have tops that
you can eat?
4. What kinds of vegetables have bottoms that you can eat?
Relate lesson to students' lives today and/or future: Tops and Bottoms book will tell us some interesting facts about vegetables and how to tell the difference between the tops and bottoms of them. Explain to students that while reading this book, maybe they could think of some vegetables that they like to eat and think about whether they eat the top or the bottom of the vegetable.
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 by Lisa
Ann Marsoli. (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, Tops and Bottoms,
by Janet Stevens, 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. “Can any of you tell me what
kind of vegetable this is?” (Point
to a few vegetables in the book.)
2. “What would you take, tops or
bottoms?”
3. Read until the first harvest,
then ask, “Why do you think Bear was so angry at Hare?”
4. “Why wasn't bear happy with his
half?”
Provide practice and feedback related
to the
primary learning outcomes: Teacher will ask at least two
critical thinking questions:
1. If you were going to
plant a garden what kinds of things would you plant?
2. Now think about those things you planted, would you take the tops or
the bottoms?
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, Tops & Bottoms, 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
Step Three: Closure
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 ocean 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 is a slow learner.
He does not have any specific medical problems, but he has a hard time
comprehending the material.
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: Links for Accommodations for Special Students or you can do a search. http://mathforum.org/t2t/thread.taco?thread=5858.
3. Explain what you would add to this lesson plan to accommodate your special student? When the lesson is completed I will allow the class to begin working on something else while I give the special student some one-on-one time. I will sit with him for a few minutes and make sure he understands the material completely. I will do this by asking him the same questions I asked the class. This way he will have a few minutes to think about and comprehend the questions that were asked and them answer them.
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 that we were going to do a very
speical activity on the computer, they were very excited about using
the computer. I asked some critical questions and allowed them to
share their feelings about he book and their pictures.
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.)
A. Technology Integration:
Student One:
Achievement level was satisfactory. She did a wonderful job a the
computer. She had played with the paint program before, so she
knew what she was doing.
Student Two:
Achievement level was satisfactory. He caught on very quickly
about how to use the program by watching student one. He learned
a fun new way of drawing pictures.
B. Fine Arts:
Student One: Achievement
level was satisfactory. She seemed to understand the concepts
very well. She was very quiet, but by her comments I was able to
assess her achievement.
Student Two: Achievement
level was satisfactory. He was very excited about learning about
the vegetables, he said that he loved to eat vegetables and he loved to
learn about hem too. He was able to answer my questions
correctly, therefore, I was able to assess.
3. Describe what you would change or
do
differently if you taught this lesson again. (Give
specific
examples)
I wish I could have had more time for
them to draw the pictures. Also, I would have called them up
seperatly to draw and talk abou their pictures, because as you will see
below, they seemed to have the same answers.
Paint Pictures by Elementary Students
Paint Lesson developed by Ryan Dean
for Kindergarten
students at Dewar Elementary School
|
Book Title & Author for Paint Project |
Tops & Bottoms by Janet Stevens |
|
Cover of Book |
|
|
Critical Thinking Questions from Paint Lesson |
1. If you were going to plant a garden of
carrots, radishes, and beets, would you take the tops or the
bottoms? |
|
Answers & Comments to the Critical Thinking Questions by Students |
1. I would take the bottoms 2. I would take the tops |
|
Picture from the Paint Lesson |
|
|
Description of Picture & Comments by Student about their Picture |
She drew
Hare's house and some carrots. |
|
Answers & Comments to the Critical Thinking Questions by Students |
1. I would take the bottoms 2. I would take the tops. |
|
Picture form the Paint Lesson |
 |
|
Description of Picture & Comments by Student about their Picture |
He drew
Hare's house and a garden with carrots. |