Wayne State University-College of Education

Lesson Plan Format

 

Teacher: Lada

Date: 11/18/2024

Setting: Elementary Classroom

Grade Level: Second Grade

Topic/Unit: Color Theory

Lesson Title: Primary Colors

Core Subject: ELA

Integration:

 

1. SMART GOAL

• Students will be able to identify listed colors

• Students will be assessed on a coloring worksheet

• Color words will be added to this week’s spelling words

• Students should be able to complete worksheet in 15-20 minutes

• Learning Primary and Secondary colors in the first step in learning the color wheel

 

Vocabulary:

Color

Primary Color

• Red

• Blue

• Yellow

Secondary Color

• Purple

• Green

• Orange

 

Enduring Understandings/ Essential Questions

• Why is color important?

  • Nature

  • Beauty

  • Survival

 

Cross Curriculum

• ELA –Color words will be on spelling test

 

 

1. Visual Arts Standards (VPAA Standards)

• ART.VA.I.2.3 Compare and explore elements of art and principles of design to communicate ideas related to personal environment.

• ART.VA.III.2.1 Develop and visual vocabulary.

• ART.VA.V.2.1 Describe how art is used in everyday life.

 

 

1. Learning Resources and Materials

 

Teacher materials:

• Book

• Pre-Colored Worksheet

• Clipboard

 

Student materials:

• Crayons

  • Red, Yellow, Blue, Green, Purple, Orange

• Worksheet

 

1. Development of Lesson

 

Pre-Teaching activities-Classroom modification:

• Baskets with crayons will be placed in the center of the tables

• Worksheets will be passed out after book reading

 

Introduction

• Read the book “Splatter”

• Today we are going to learn about Primary and Secondary Colors.

• There are 3 Primary colors and 3 Secondary colors. The secondary colors are created by combining the Primary colors.

• And, now you are going to practice identifying and labeling the primary and secondary colors on a worksheet.

 

 

Methods/Procedures

• To pre-asses the classroom, I will begin by asking the students to raise their hands if they know what a primary color is.

• I will then call on students to name the 3 primary colors, while repeating them and listing them with my fingers. (1- blue, 2- red, 3- yellow)

• I will read the book “Splatter” to the class.

• We will briefly talk about the book, answer any questions.

• I will pass out the worksheets

• I will instruct the class with the first two rows of the worksheet. (I do)

• The third row I will ask the class what they think the colors should be and we will work together. (We do)

• The fourth row, I will let the students work independently and choose the colors. (You do)

• Students will have about 2 minutes to put crayons back into the baskets and put worksheets in their cubbies.

 

Student Work Period-

• Students will complete the fourth row of the worksheet independently.

• I will walk around the classroom observing students work and individually help when needed                                                                                                                                                                             

Accommodations/Adaptations 

• Students will be sitting in assigned seats.

• Students will be able to communicate with each other.

• Students will have access to adaptive materials.

  • Large Crayons

  • Para pro

• I will walk students through the worksheet. (I do, we do, you do)

 

              Assessment/Evaluation 

• Worksheet

  • Students will be able to identify primary colors.

  • Students will be able to identify secondary colors.

  • Students will be able to name the primary colors that combine to make the secondary colors.

• Exit ticket

 

 

 

1. Closure

• Shortly before students begin cleaning up, I will point out objects in the room and ask if the object is a primary or a secondary color.

• I will alert the class when it is time to clean up 2-5 minutes

• Students will place crayons back in the baskets and turn in worksheets to their take-home cubbies.

• After clean-up student will complete an exit ticket

 

 

1. Teacher Reflection

 

What went well?

• ____________________________________________________

• ____________________________________________________

• ____________________________________________________

 

What needs modifying? 

• ____________________________________________________

• ____________________________________________________

• ____________________________________________________

 

What would I do next?

• ____________________________________________________

• ____________________________________________________

• ____________________________________________________

 

 

 

 

1.  Rubric

 

 

Developing

Emerging

Proficient

Identifying Colors

(Red, Blue, Yellow, Green, Orange, Purple)

 

Student can properly identify 0-2 colors

Student can properly identify 3-5 colors

Student can properly identify 6 colors

Identifying Primary Colors

(Red, Blue, Yellow)

 

Student cannot properly identify any primary colors

Student can properly identify 1-2 primary colors

Student can properly identify 3 primary colors

Identifying Secondary Colors

(Green, Orange, Purple)

 

Student cannot properly identify any secondary colors

Student can properly identify 1-2 secondary colors

Student can properly identify 3 secondary colors

Color Mixing

 

Student cannot identify the primary colors that combine to make the secondary colors

 

Student can identify the primary colors that combine to make 1-2 of the secondary colors

Student can identify the primary colors that combine to make the 3 secondary colors