Brianne Miller’s Arts Integrated Lesson Plan

Lesson Title: Primary & secondary color words within text – Brianne Miller

Grade Level: 1st Time Required: 30 minutes

Content Objectives:
STRATEGIC READING BEHAVIORS:
e. Orchestrate strategic reading behaviors, reading grade level appropriate text silently and aloud with fluency, by:
* Recognizing at least 25 high frequency & common irregular sight words (color words) automatically (E1).
* Recognizing at least 100 high frequency & common irregular sight words (color words) automatically (E2).
COMPREHENSION STRATEGIES: The student will demonstrate the ability to interact with text before, during, & after reading, using a variety of comprehension strategies such as:
a.  Activating prior knowledge
f.  Creating visual images / Fine Art(s) Objectives:
PAINTING: To develop an ability to spontaneously apply painting techniques and basic color theory for the expression of personal experiences.
Sub Objectives:
a.  Demonstrate an understanding of primary & secondary colors.
b.  Select and apply ways to make secondary colors.
Additional Applications: (connections with other content areas)
Science
Unit 2 Physical Science
Goal 1 Properties of Matter- The student will use scientific skills & process to describe and clarify materials according to their properties; and observe & describe changes in the properties of materials.
b.  Describe the physical properties of matter (color).
Materials:
crayons (red, yellow, blue, green, orange, brown, and purple)
white paper
Reading A-Z leveled Reader C Fall
Lesson Development/Procedures
Pre-assessment: The student will read choral Fall with the small-guided reading group. The teacher will model as the students identify and circle color sight vocabulary. This will be done the day before. The teacher will pre-assess to see if students can identify color word vocabulary. Students will master decoding the text with 95% accuracy before working on extending the lesson to include arts objectives.
Engagement: The students were shown a large basket of crayons. They were asked to select a red, yellow, blue crayon.
We connected the colors to the books we had been reading. Children noted that there were additional colors in the book (orange, brown, and green). We began discussing how these colors are made.
Activity: The teacher selected a color word from the story: orange. On the work mat the teacher demonstrated that orange is a secondary color that is made up of 2 primary colors. The students were asked to select crayons that could blend together to make orange. One the work mat the students were allowed to create various colors using the primary colored crayons. The teacher provided each student with the opportunity to pick his or her favorite color from the text. The students were given additional work mats and given time to create other secondary colors (brown, purple, green) using the crayons.
Transition: The students shared their work mats with the group and explained how the created a new secondary color. As a group we generate sentences that contained the color word and followed the pattern text from the lesson. Student explored how various shades and amounts of a color create different hues of the secondary colors.
Closure: We reviewed the sentences we generated using the primary & secondary color words. We talked about places we find these colors and how the colors help us make meaning of what we read. All work mats were collected for use at a later time.
Assessment: (Review of Anticipation Guides; Post-tests; BCRs; Quizzes; Tests; Projects; Essays: Performance Assessments, etc.)
The students were asked to participate in a performance-based assessment. The teacher held up a color word on an index card and then the students were asked to select the crayon that matched the color. After they had select the colors (red, orange, yellow, green, blue, purple, and brown) the students were asked to sort the primary colors from the secondary colors. The teacher could then assess all lesson objectives.
Differentiation:
The teacher began the lesson with a limited number of color choices and then increased the number of colors. This could have been decreased to increase mastery if needed. The students were also using text at was familiar and at their instructional level.