LESSON 2

Name: Taylor Berkshire

Date of Lesson: March- ten days of attendance

LESSON TITLE: Learn my color words SUBJECT AREA: Language Arts

GRADE LEVEL: Kindergarten TIME ALLOCATION: 10-15 min per day for 10 days

CENTRAL FOCUS: The student will learn the colors and learn how to spell color words by singing color
cheers along with various other activities over ten days of school. The teacher will also send home a
schedule of what color will be learned each of the ten days. Students will bring in a show and tell item
each day that corresponds to the color of the day and they will also eat a treat that corresponds to the
color of the day for snack time. Student will receive a puzzle piece after each learning segment for
completion and good behavior. Four pieces awards the student with iPad time.
RATIONALE FOR TEACHING: It is important for this student to reach this goal to be able to partake in more
activities that which take place in a regular education class room. It is important for this student to accomplish this
goal before moving on to first grade.

LEARNING OBJECTIVES ALIGNED WITH STANDARDS (SLOs) Student will identify the color word with the
corresponding color.

(MEASURABLE GOALS/TARGETS with active verbs): Students will be able to read his colors at a passing rate
of 80%.

HOW WILL SLO BE COMMUNICATED TO STUDENTS? Student will be told verbally his SLO at the start of each
lesson.

STANDARDS: RF.K.1 Reading Foundational Skills

1. Demonstrate understanding of the organization and basic features of print.
d. Recognize that spoken words are represented in written language by specific sequence of letters.
SCOPE AND SEQUENCE: TIME ALLOCATIONS: 5 minutes

ANTICIPATORY SET: The student will watch a catchy song video that displays STUDENT GROUPING:
the color, along with the color words and how to spell them. Individual
https://www.youtube.com/watch?v=oD-5l221bUw One on one
MATERIALS/RESOURCES:
EXPLORE: HOW WILL STUDENTS ENGAGE WITH IDEAS/TEXT, WHAT Computer
QUESTIONS/DISCUSSIONS WILL TAKE PLACE? Overhead projector
Student will use sensory experiences to engage with the lessons ideas. Student Printed out poems
will do this by singing songs, dancing to songs, and say chants with motions.
Student will use these sensory experiences to help retain information taught for INSRUCTIONAL STRATEGIES AND
the learning goal. LEARNING ACTIVITIES:
Music and songs
LEARNING SEGMENT #1 (Include teacher questions, student expectations) Read Aloud
Day one: We will read the poem Red, Red, Forgot its head.
ACADEMIC VOCABULARY, LANGUAGE
Day two: We will read the poem Orange, Orange, Squished an FUNCTION, LANGUAGE DEMANDS:
orange. Letters of the alphabet
Color words
Day three: We will read the poem Yellow, Yellow, Sat in Jello. ASSESSMENT PLANS:
Day four: We will read the green poem Green, Green, is dancing
Students will not be assessed during
queen.
learning segment one.
Day five: We will read the poem Blue, Blue, is sick with flu.
Day six: We will read the poem Purple, Purple, had to burple.
Day seven: We will read the poem Pink, Pink, sat in the sink.
Day eight: We will read the poem Brown, Brown, your jeans fell
down.
Day nine: We will read the poem Black, Black, plays quarterback.
As well as the poem White, White, bites at night.
Day ten: We will read the poem When I want to make Grey Paint

STUDENT WILL RECEIVE 1 PUZZLE PIECE AFTER

COMPLETION OF SEGMNET 1.
LEARNING SEGMENT #2 (If needed. Include teacher questions, TIME ALLOCATIONS: 5 minutes
student expectations)
STUDENT GROUPING:
Day One: The student will be shown a red monster and the word Individual
red on a card. The student will trace the word red twice then color One on One
the monster red. The student will then share the red item they MATERIALS/RESOURCES:
Paper monsters
brought from home with the class. Markers/crayons, colored pencils
Day Two: The student will be shown the orange monster and the Pencils
word orange on a card. We will read the poem Orange, Orange, Item from home
Squished an orange. The student will trace the word orange twice INSRUCTIONAL STRATEGIES AND
then color the monster orange. The student will then share the LEARNING ACTIVITIES:
orange things that they brought to class during show and tell. Nonlinguisticrepresentations
Day Three: The student will be shown the yellow monster and
match the color word card yellow to the picture. We will read the ACADEMIC VOCABULARY, LANGUAGE
FUNCTION, LANGUAGE DEMANDS:
poem Yellow, Yellow, Sat in Jello. They will trace the word Letters of the alphabet
yellow twice then color the monster yellow. The student will then Color words
share the yellow item they brought from home with the teacher.
ASSESSMENT PLANS:
Day Four: The student will be shown the green monster and
Formative- providesactionable
match the green color word card with the picture. We will read
the green poem Green, Green, is dancing queen. Then they will feedbackthatisusedtoadjust
trace the word green twice and color the monster green. The ongoingteachingandlearning
student will show the green item from home to the teacher. strategiestoimprovestudents'
Day Five: The student will be shown a blue monster and the word selfassessment,reflection,and
red on a card. The student will trace the word blue twice then
attainmentofcurricularlearning
color the monster blue. The student will then share the blue item
they brought from home with the teacher. targets/goals
Day Six: The student will be shown a purple monster and the
word purple on a card. The student will trace the word purple
twice then color the monster purple. The student will then share
the purple item they brought from home with the teacher.
Day Seven: The student will be shown a pink monster and the
word pink on a card. The student will trace the word pink twice
then color the monster pink. The students will then share the pink
item they brought from home with the teacher.
Day Eight: The student will be shown a brown monster and the
word brown on a card. The student will trace the word brown
twice then color the monster brown. The students will then share
the brown item they brought from home with the teacher.
Day Nine: The students will be shown a black monster and the
word black on a card. The student will trace the word black twice
then color the monster black. The students will then share the
black item they brought from home with the teacher. (repeat with
white).
Day ten: The student will be shown a gray monster and the word
gray on a card. The students will trace the word gray twice then
color the monster gray. The student will then share the gray item
they brought from home with the teacher.

STUDENT WILL RECEIVE 1 PUZZLE PIECE AFTER

COMPLETION OF SEGMNET 2.

LEARNING SEGMENT #3 (If needed. Include teacher questions, TIME ALLOCATIONS: 5 minutes
student expectations) (REPEAT AS NEEDED)
STUDENT GROUPING:
Day one: During snack time they will eat red fruit loops. The
Individual
teacher will then teach the red color cheer. R-E-D, RED!, R-E-D, One on one
RED! R-E-D, RED!
MATERIALS/RESOURCES:
Day two: During snack time we will eat orange fruit loops. The
Snack food of the day
teacher will teach the orange color cheer. OR-AN-GE, Printed out Cheer
ORANGE!, OR-AN-GE, ORANGE!, OR-AN-GE, ORANGE!
INSRUCTIONAL STRATEGIES AND
Day three: The students will share the yellow item from home
LEARNING ACTIVITIES:
during show and tell. We will eat yellow fruit loops for snack Realia
time. The teacher will teach the yellow color cheer. YELL-OW, ACADEMIC VOCABULARY, LANGUAGE
FUNCTION, LANGUAGE DEMANDS:
YELLOW!, YELL-OW, YELLOW! YELL-OW, YELLOW! Letters of the alphabet
Day four: We will eat green fruit loops for snack time. The teacher Color words
will teach the green color cheer. GREEN - THATS THE WAY
ASSESSMENT PLANS:
TO SPELL GREEN!, GREEN - THATS THE WAY TO SPELL Summative
GREEN!, GREEN THATS THE WAY TO SPELL GREEN!
Day five: We will eat blue fruit loops Cheer B-L-U-E, BLUE!,
B-L-U-E, BLUE!, B-L-U-E, BLUE
Day six: We will eat purple fruit loops. Cheer PUR-PLE,
PURPLE!, PUR-PLE, PURPLE!, PUR-PLE, PURPLE!
Day seven: We will eat pink fruit snacks. P-I-N-K, PINK WITH A
WINK!, P-I-N-K, PINK WITH A WINK!, P-I-N-K, PINK WITH
A WINK!
Day eight: Food Chocolate. Cheer B-R-O-W-N, THATS THE
WAY TO SPELL BROWN!, B-R-O-W-N, THATS THE WAY
TO SPELL BROWN!, B-R-O-W-N, THATS THE WAY TO
SPELL BROWN!
Day nine: Black and White are taught together. Food Oreo
cookies Cheer B-L-A-CK, BLACK!, B-L-A-CK, BLACK!, B-
L-A-CK, BLACK! Cheer WH-I-TE, WHITE!, WH-I-TE,
WHITE!, WH-I-TE, WHITE!
Day ten: Food N/A Cheer G-R-E-Y GREY GREY GREY!
G_R_E_Y GREY GREY GREY!

STUDENT WILL RECEIVE 1 PUZZLE PIECE AFTER

COMPLETION OF SEGMNET 3.
CLOSURE TO LESSON:
Student will be assessed at the end of the ten days with bubble letter
color words on a sheet of paper of which are all outlined in black on
white paper. Student will user crayons to color the color words their
correct color.