Lesson plan
Bright and Beautiful Colors
Learning Objectives
Students will be able to identify the primary colors.
Introduction
(5 minutes)- Gather the students together for a read aloud.
- Display the image of the painting (or actual painting if available) and ask students to identify the colors that they see.
- Ask a few students to share how they can tell the differences between the different colors.
Explicit Instruction/Teacher modeling
(5 minutes)- Explain that color is a way that we describe things, color is created through the reflection of light.
- Demonstrate reflection by bouncing a small rubber ball against a wall or hard surface. Explain that just like the wall bounces back, sunlight bounces back against objects and reflects different colors that we can see. Reflection means that the light bounces back in one color that we can see.
- Explain that while there are lots of different colors, there are only three primary colors, or colors that cannot be created by mixing other colors together. These colors are red, blue, and yellow. We use the primary colors to make other colors.
- Use visuals of the three primary colors to demonstrate your talking points.
Guided Practice
(10 minutes)- Read aloud the book Let’s Paint by Gabriel Alborozo
- When you finish reading, ask the students follow up questions about the story, such as "Where do ideas come from? What happens when you want to create something and it doesn’t turn out the way you hoped?"
Independent working time
(20 minutes)- Explain that students will get to create their very own primary color masterpiece. Tell students that just like in the story, they should think of an idea and use the paint to explore the idea on their paper.
- Pass out paper, paintbrushes, and water to each student.
- Provide pairs or small groups of students with each of the three primary paint colors to share.
Explicit Instruction/Teacher modeling
(5 minutes)- Explain that color is a way that we describe things, color is created through the reflection of light.
Differentiation
Support:
-
Provide sentence stems for students to utilize when participating in the classroom discussion such as "In the story I heard ____, I think that one place my ideas come from is ____."
- Provide translations of color words into students primary language if non-native English speakers.
Enrichment:
- Have students write a sentence to describe the idea they used in their primary color painting.
Assessment
(5 minutes)- Ask students to identify the three primary colors throughout the independent work portion of the lesson.
- Assess whether students are able to create a painting using primary colors.
Review and closing
(5 minutes)- Ask the class to review what the primary colors are as a group.
- Allow several students the opportunity to share their idea and the resulting painting as time allows.
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