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I rememberThe Little Red Hen

Kristin Bugnitz

Lesson Summary: After viewing a video clip of The Little Red Hen and talking about it as a class, students will use the creativity software, Pixie to create a page describing what they remember about the story. Lesson Length: 45 minutes

Analyze Learners This class of regular education kindergarten students is made up of 5 and 6-year-old children with 9 girls and 11 boys. Seven of the students are reading above grade level, nine at grade level, and 4 are non-readers. One student has a hearing impairment and wears a hearing device to help her participate in class activities. This lesson will be the third time this group of students has used the Pixie software program in the school computer lab, the first time being a general introduction to the software and the second time creating a vocabulary postcard. As a result, most students enjoy using Pixie and are familiar with how to open the program, find the language arts templates, and print.

State Objectives Curriculum Connections: CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-LITERACY.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Objective: Given access to Pixie presentation software, students will identify and illustrate at least one detail from The Little Red Hen in a book page format. Select Strategies, Technology, Media, and Materials 1. The teacher will present a video clip of The Little Red Hen story from the website, Speakaboos Videos via the computer labs SMART Board (http://www.speakaboos.com/story/the-little-red-hen). This video functions similar to an ebook and offers highlighted captions to help the hearing-impaired student as well as the rest of the class practice reading along. The clips simple animations help students understand what is happening in the story without drawing too much focus from the read aloud experience. 2. The instructor will lead a group discussion of The Little Red Hen, asking students what they remember from the story. The instructor will moderate the discussion by asking questions about

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who, what, when, and where to get the students thinking about story details. 3. The teacher will use the SMART board to project an example of the days book page assignment to help students understand what they will be creating using Pixie. The example is an open book with an illustration of the story on the left page and a one-sentence summary of the illustration on the right page, beginning with the phrase I remember. 4. The instructor will use the SMART board to demonstrate how to open the book page template using the language arts template menu. 5. Students will use Pixies paint and text tools to create their own book page about something they remember from the story, in the same format as the instructors example. Students who are gifted or finish the assignment quickly and correctly will be asked individually to add another sentence about something they remember from the story. The second sentence may or may not be related to the illustration on the left page. 6. The teacher will walk around and monitor student progress and approve each students page for printing after it is successfully completed. Utilize Media, Materials, and Methods 1. The instructor will preview the Speakboos story video of The Little Red Hen and the Book Page language arts template in Pixie. 2. The instructor will create an example Book Page to be projected on the computer lab SMART board. Even the more advanced kindergarteners in the class are early readers so the example will need to be explained verbally. The instructor will also have the Pixie software ready to model opening a template during the lesson. 3. The lesson will take place in the computer lab. Each computer in the computer lab needs to be checked to ensure that Pixie software is functional and all computers can print. The SMART board also needs to be checked to ensure it is connected to the internet and able to play the Speakboos video clip from the website. The SMART board also needs to be able to run and project the Pixie software. The instructor needs to verify that all student workstations have an unobstructed view of the SMART board and can hear the audio at the appropriate volume. If not, chairs need to be moved prior to the session so the lesson can start with the video clip. 4. To prepare the students, the teacher will ask them to access prior knowledge of The Little Red Hen by sharing things they remember from the story. If the students are unfamiliar, the teacher will ask them to predict what they think the story might be about, based on the title. Require Learner Participation 1. Students will view the video of The Little Red Hen and participate in a group discussion recalling details from the story when prompted by the instructor. 2. Students will use computers to create their own book pages showcasing a detail they remember

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from the story. Students will use the text feature to write at least one sentence about what they remember beginning with I remember and use the paint feature to illustrate the detail listed on the text page. 3. The instructor will use the assignment criteria to evaluate each printed book page. Evaluate & Revise 1. Student work will be evaluated using a checklist to assess if they followed the directions and completed the assignment correctly. If student checklists do not align with instructor perceptions the need for revision will be addressed through changes to learning activities, technology or media, and evaluation process. Assignment Checklist Did the student Reading Task: Include at least one detail from the story? Y/N Writing Tasks: Represent at least one detail from the story in sentence form? Y/N Use the paint tool to illustrate the detail they remembered from the story? Y/N Technology Tasks: Use the correct template? Y/N 2. To evaluate the strategies, technology, and media used, the instructor will conduct a debriefing discussion with the students. The instructor will ask them to share one thing they liked about the activity and one thing they did not like. The instructor will also talk informally with the students during the lesson to obtain student feedback. 3. A colleague will observe the lesson and offer open-ended feedback on the instructors performance and overall lesson design and execution.