Maggie Noctor

Video Lesson Plan

Introduction

Lesson Topic: Investigate and understand basic colors.

Length of Lesson: 45 mins

SOL: K.4 The student will investigate and understand that the position, motion and physical

properties of an object can be described. Key concepts include

a) colors (red, orange, yellow, green, blue, purple), white, and black

Cognitive Objectives

Students Will:

Identify and name eight basic colors, red, orange, yellow, green, blue, purple, white and black

Materials/Technology and Advanced Preparation

Materials:

Pete the Cat: I Love My White Shoes by Eric Litwin

5 cans of Red Play-Doh

5 cans of White Play-Doh

5 cans of Black Play-Doh

5 cans of Yellow Play-Doh

5 cans of Purple Play-Doh

5 cans of Brown Play-Doh

5 cans of Orange Play-Doh

5 cans of Green Play-Doh

5 cans of Blue Play-Doh

20 sheets of cardboard per student (around 8” by 8”)

8 pieces of different color paper

Advanced Preparation:

1. Prepare video of students by reading and recording students singing “I Love My White Shoes”

parts of book.

2. Make video of students singing the book.

3. Prepare bags of Play-Doh for tables

4. Put each can of Play-Doh into a plastic zip-lock bag

5. Label bag with color name

6. Put one bag of each color in a group until you have 5 groups with ten colors each

7. Write color name on coordinating piece of colored paper, large enough for class to see

Teaching and Learning Sequence

Introduction/Anticipatory Set:

• Remind students of the book they read yesterday Pete the Cat: I Love My White Shoes by

Eric Litwin

• Ask students about the different colors mentioned in the book “What were some of the

colors used in the book?”

• Make sure that students recall all four colors (blue, red, white and brown)

• If a color is not mentioned help students by flipping to that page and asking, what color

the shoes are on that page

 • Have students quietly turn towards the smart board or projector.

• Play video of class/you reading and singing Pete the Cat: I Love My White Shoes by Eric

Litwin.

Lesson Development:

• Distribute bags of Play-Doh to each table, each table should have the nine different colors

of Play-Doh (blue, red, brown, green, purple, orange, black, yellow and white)

• Pass out one sheet of cardboard per student

• Tell students that today they will be creating images of Pete the Cat’s shoes.

• Show how to press Play-doh against the piece of paper, for a 3-D effect not on top of the

paper (this way the shoes are not falling over, the Play-doh just leans on the paper). Also

show how to construct/mold the Play-doh.

• While walking around to ensure students don’t need help, replay the story to students (

The students may want it played more than once because they are in it, which is fine as

long as they are still working)

• Make sure that students have enough time to construct the objects, also take this time to

look for comprehension as students are using correct colors for each object.

• Allow students to create shoes in every different color, or to make Pete the Cat in black

and then the shoes in the other eight colors.

• Ask students to name what Pete the Cat would have had to step into with his white shoes

to make the shoes the colors they have constructed today.

• Then have students put the Play-doh back into bags and collect bags as well as cardboard

Closure:

• While collecting and cleaning up Play-doh, review eight major colors.

 • Hold up one color of construction paper with labeled name of color

• Ask class for the name of the color

• After correct identification ask class for other objects, either in the room or else where

that are usually that color

• Repeat for the rest of the seven labeled colored pieces of paper

• Explain to students that we use colors to describe objects everyday

Homework: None

Assessment:

Formative:

• Listen to answers given during the review of colors used in the book Pete the Cat: I Love

My White Shoes. Are the students naming actual colors from the book or can they not

recall any?

• Watch while students create their Play-Doh model; are they using colors from the book?

Do they look confused or wait to choose their color after a classmate has helped?

• Listen while students name what Pete the Cat could have stepped in to turn his shoes the

different colors. Are they naming objects the right color? Or can not think of anything?

Summative:

• Have students at end of the lesson name the name of the colors as a class while holding

up the colored piece of construction paper with color name label on it, watch for students

who still look confused.

 • For the next eight days review color names by having a day designated for that color,

students should wear the corresponding color or bring in an object from home each day

that shows the color of the day. When taking roll place a check by the students name if

they have completed the task or showed understanding by wearing or bringing the correct

color.

References:

Jeremy, Brunaccioni. (2010-1996). Deep Blue Sea: A Book of Colors Lesson Plan.

http://www2.scholastic.com/browse/lessonplan.jsp?id=1005.