General Information

Name: Victoria Whitfield  
School/Mentor Teacher: Mrs. Davis/ Dewar Elementary School
Grade Level: 1st
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. 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: 1
Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.

B. Grade: 1
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: Bunting, Eve. 1997. My Backpack. Pennsylvania: Caroline House.
   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:My Flower Garden and URL: http://www.valdosta.edu/~vclynch/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 little boy who got his first backpack and how he packs it full of all the things he feels is important. .  After reading the book, My Backpack, 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. Does everyone have a backpack?
2. Do you remember how you felt about your backpack?
3. What did you put into your backpack? 
4. Did you consider those items important or not important?

Relate lesson to students' lives today and/or future: My Backpack book will tell us about some things we should not consider putting in our backpacks..  Explain to students that while reading this book, maybe they could think of some other items that are not to be put in a backpack. In addition, they will know how to pack their backpacks so they won't get into trouble for taking someone else's things.

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, Flower Garden by Eve Bunting.  (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

Teach the content relevant to the primary learning outcome(s)

Explain to the students that you have selected a special book, My Backpack, by Eve Bunting, 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 color is the little boy's backpack?
2.  Who did he get the backpack from and how did he get it?
3. What are some of the items that he has put into his backpack so far?
4.  Should he have taken his mother's keys, shoes? Why not?

Provide practice and feedback related to the primary learning outcomes:  Teacher will ask at least two critical thinking questions:
1. What would your backpack look like? 
2. If you were the little boy, what would you have thought to put into your backpack?

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, My Backpack, 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 backpacks 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.

Extension(Optional unless required by the course instructor)

Remediation(Optional unless required by the course instructor)

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 seems to have a reading problem. He is not able to grasp the pronunciation of the word. He needs assistance in order to read and complete the books. .

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. URL information for your special student.

3. Explain what you would add to this lesson plan to accommodate your special student?  I would add a cassette tape to this lesson plan for the special student to listen to. I would also try to provide a copy of the book to him so he can look at the words as I read them. 

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.
The students were quite involved with the lesson and book. They smiled and made comments about the book. They knew that the little boy should not have taken all those items and put them in his backpack. The students were not shy when it came to using the computer. They did not want to stop drawing and coloring. I had to keep reminding them that it was time to stop. They were eager to use all the features of the paint lesson. They would start with one picture and decide to draw another one. They were happy and excited.

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:  Satisfactory. The student was able to use all the features of the paint lesson and operate the mouse. She was also able to locate the paint program without assistance.
        Student Two: Satisfactory. The student has never used the paint program. He was able to operate the mouse to draw his picture. He was able to locate the paint program with assistance.

    B. Fine Arts:
        Student One: Satisfactory. The student was very interested in drawing the picture. She was very  careful to make the picture just as she'd like. I asked did the cat have just two legs. She let me know that he had four legs. She said the other leg was there you just can't see it because of how he is standing.
        Student Two:  Satisfactory. The student was eager to get on the computer and draw a picture. He immediately knew he wanted to draw the house. He continued to try to get the lines straight. He even asked for help to get the lines straight. We came to the conclusion that the lines would not be straight. He did not allow that to stop him.
 

3. Describe what you would change or do differently if you taught this lesson again.  (Give specific examples)
  I would give both students time to explore the paint program features before drawing their picture. I would tell them to choose the paintbrush and a color and see what it does. They could observe the shape of the object and decide how they will use it.

I would ask them beforehand what they wanted to draw. By asking them before they begin drawing, allows them to decide what they want to draw and allows the lesson to go a little smoother. The children were not sure what they wanted to draw and it took up time.  

Book Title& Author for Paint Lesson	My Backpack by Eve Bunting
Cover of Book
Critical Thinking Questions from Paint Lesson	1. What would your backpack look like? 2. If you were the little boy, what would you have thought to put into your backpack?

Answers & Comments to the Critical Thinking Questions by Students	1. I asked the student what would her backpack look like. She said her backpack was magenta and yello. She also said she really did not like her backpack.  2. I asked the student what would she put into her backpack. She said she would put reading books and pencils into her backpack. She felt these were important items.                              B.S. 2004
Picture from the Paint Lesson
Description of Picture & Comments by Student about their Picture	The student drew a picture of the cat. She said it was what she remembered most about the book. She used the paintbrush to draw the outline of the cat. She used the paint brush to fill the cat in. She used the pencil to give her cat some spots.

Answers & Comments to the Critical Thinking Questions by Students	1. I asked the student what would his backpack look like. He said his backpack would be blue with red, white, and blue stripes. He said he would have more than one backpack.  2. I asked the student what would he put into his backpack. He said he would put a whole lot of toys into his bag. He would put a troll into his bag. He also said he would put videogames into his bag.
Picture form the Paint Lesson
Description of Picture & Comments by Student about their Picture	The student drew a picture of the house. It is what he remembered most from the story. He used the pencil to draw the outline of the house and windows. He colored in the house and backgroung by using the paintbrush. He was very excited about the house and using all the different features of the paint program.