SUBJECT: Language Arts
GRADE: Second
TECHNOLOGY: KidPix
BY: Kristen A. Reynolds, Laura K. Watkins, Leslie T. Seirup, Elizabeth A. Collins

THE CAT IN THE HAT

Target Grade/Subject

This activity was designed for second grade students in public schools in order to fulfil their innate need for self-expression through visual art and to satisfy a specific component of the Virginia Standards of Learning. Students in second grade like to read amusing stories with words that rhyme or have a melodic alliterative tone. Dr. Seuss’ books are an ideal example of such reading selections. In addition, students of this developmental level are still refining their reading skills and need reading selections that are challenging but not too simplistic. Students of this age also need opportunities to express themselves artistically. Allowing students to demonstrate academic skills in an artistic way provides a creative alternative to the traditional reading and writing regimen so familiar to public schools. Finally, students of this developmental level are eager to tinker with electronic gadgetry and to engage in activities using computer technology.

According to Piaget, students in the second grade are in the concrete operational stage (7-11 years), which is characterized by the ability to think logically and to implement sequencing as a means of organizing information. This stage is also characterized by seriation (the ability to order objects according to increasing or decreasing length, weight, or volume) and classification (the ability to group objects on the basis of a common characteristic).

According to Erikson, these students are in the "identity vs. inferiority" stage of development. During this stage, it is critical for children develop a sense of industry, as well as to demonstrate mastery and competence in various areas. These children need to experience the sense of fulfillment derived from successfully completing assignments and tasks. This is an age where children are susceptible to peer pressure and strongly desire to match their peers’ abilities and skill levels. Children can therefore develop low self-esteems if they are unable to impress others with their own skills and abilities. Thus, it is important to create tasks that provide a challenge for students, but also give students many opportunities to make progress and to achieve success.

Objective(s)

1.) This activity seeks to meet a specific Virginia Standard of Learning (SOL 2.6 Item No. 5) in the area of "Reading and Literature," which requires that students "use knowledge of story structure and sequence." (see attached sheet for specific SOL guidelines)

2.) After listening to a reading of Dr. Seuss’ The Cat in the Hat, students will use Kid Pix to draw three pictures that accurately represent events occurring at the beginning, middle, and end of this story.

3.) Working independently, students will then open the KidPix application on computers in the lab and will use the KidPix application to draw three pictures. These pictures will depict events that the students feel accurately represent events occurring at the beginning, middle, and end of this story.

4.) The students should print out their pictures and place them in sequential order, labeling each one "beginning," "middle," or "end."

5.) The assessment criteria will be (1) that the pictures are in the correct sequential order and (2) that they accurately depict events that occurred in the story.

Materials

1. One copy of the book The Cat in the Hat (by Dr. Seuss) for the instructor to read to the class.

Purpose: This book will be read aloud to provide a story that will provide the subject matter for this assignment.

2. Access to a computer with the program "Kid Pix".

3. Access to a color printer capable of printing 3-4 pages for each student in the class.

Purpose: Access to a printer allows students to produce some tangible evidence that they have completed the activity.

Extra cartridges of colored ink

Purpose: In large classes, ink cartridges may have to be replaced during the printing

phase of this activity.

3-4 sheets of printer paper per student

Purpose: Each student will need to print a graphical depiction of each main part of the

Aforementioned story.

4. Brief information sheet for each student with specific directions for how to open and use the KidPix application without adult assistance.

Lesson Description

1. Review the concepts of beginning, middle and end with the students as a whole class.

2. Read The Cat in the Hat to the students as a whole class.

3. Ask students to recall events that occurred within the book, and ask them to identify those events as occurring at the beginning, middle, or end of the book. Students should volunteer their ideas by raising their hands and waiting to be called upon.

4. Take students to a location in which each can access an I-Mac with KidPix preloaded on each terminal.

5. Distribute an instruction sheet to each student. Instruct them to read the directions on it and follow them step by step.

6. When all students have opened KidPix, ask them to compose three separate pictures of events that occurred in the story they have just heard. Explain that they should select one event that occurred at the beginning, one that occurred in the middle, and one that occurred at the end.

7. Tell the students that the first picture should depict what happened at the beginning of the story. Ask students to draw that picture. Allow 10 minutes for completion. Ask students to print a copy of this picture.

8. Tell students that the second picture should describe what happened in the middle of the story. Ask students to draw that picture. Allow 10 minutes for completion. Ask students to print a copy of this picture.

9. Then tell students that the last picture should show what happened at the end of the story. Ask students to draw that picture. Allow 10 minutes for completion. Ask students to print a copy of this picture.

10. If any students have difficulty printing their work, help them to complete the printing process.

11. Tell students to staple their pictures together in order and to put their names on the assignment.

12. Collect stapled booklets from each student.

13. Evaluate student work.

Evaluation

Grade student work as follows:

100 points is the highest possible score.

Criteria	Meets Expectations	Nearly Meets Expectations	Substandard Performance	Not Attempted
Depictions are correctly numbered in the order they occur in the story.	Student pictures are numbered roughly in the same order that they occurred in the story. (40-50 pts)	Student has mislabeled one event, or has mixed up the order of two events. (30-39 pts.)	The events depicted are out of order, and/or the student has mislabeled two or more of the pictures. (20-29 pts.)	Student has not attempted the activity. (0 pts.)
Depictions of events in the story are relevant to the story.	All items in the student’s depictions are accurate representations of events in the story. (40-50 pts.)	One of the pictures depicts an event that did not occur in the story, or several key aspects of one picture are inaccurate. (30-39 pts.)	The key aspects of several pictures are inaccurate, and/or several pictures depict events that did not occur in the story. (20-29 pts.)	Student has not attempted the activity. (0 pts.)