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Students will be able to identify colors and sort items by color.
- Call students together.
- Read students Planting a Rainbow by Lois Ehlert. While students are reading, ask students to identify all of the different colors and the items that are those colors.
Explicit instruction/Teacher modeling(10 minutes)
- As a class, flip back through the story reviewing all of the colors. Ask students if they can think of any other colors that are not in the book.
- Tell students that today they are going to be making color collages that will ultimately form a rainbow just like the garden.
- Show students the colored construction paper and have students call out the color name for different sheets.
- Instruct students that they will be filling each sheet of paper with pictures that highlight that color. Have students form partnerships or small groups and give each grouping a piece of paper.
- Pass out magazines and scissors to students. Instruct students to cut out pictures from the magazines that focus on their page’s color. If possible, show students a completed color collage to give them an idea of what they will be working towards.
Guided practice/Interactive modeling(10 minutes)
- Have students work as partners to complete a college.
- When pairs are done, give them an opportunity to share with the group. What color did they choose? What are some of the objects in the pictures? Did they find this color difficult or hard?
- Ask students to choose at least two more differently colored pieces of colored paper to complete colleges on independently.
- Remind students of any rules and expectations for independent and small group times (i.e. quiet voices, no running, raising hands to get a teacher’s attention).
- Before sending students off to work, make sure that there are no questions.
Independent working time(20 minutes)
- While students are working, any adults should be circulating the room taking anecdotal notes, clarifying misconceptions, and encouraging students.
- Playing soft classical music in the background can set a peaceful tone to the room and keep talking to a minimum.
- Setting up stations around the room where students can find paper, scissors, tape/glue, and magazines can help to reduce congestion from students all congregating in one spot for supplies.
Support: For students who need a little extra help, having pictures pre-cut out or working in partners can help to scaffold the activity.
Enrichment: For students who need a greater challenge, encourage attempting to write the word for the name under each picture in the collage. Students can also write the name of the color on each collage they create.
- Anecdotal notes taken during group discussions and independent work periods can be used to make determinations about student enthusiasm and color knowledge.
- Reviewing (or having peers review) collages for accuracy can help determine whether student’s have met the lesson’s objective.
Review and closing(10 minutes)
- Call students back together.
- Give every student the opportunity to share about their favorite color college. What items did they find? Why is this one their favorite?
- Hang up student color collages to make a rainbow somewhere in the classroom (adding labels somewhere on the rainbow with the color names written out can be a helpful resource for students in future tasks).
- It can be fun to finish the lesson by asking students if they know the names for colors in another language. Encourage students to share these words with the class.