SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher: Christine Wortmann Grade: K

Subject: Visual Arts Time Needed for Lesson: 45
Lesson Concept: Primary and secondary colors

PA STANDARD(S) (Write out standards):

Standard - AL.2.K.B1
Complete multi-step tasks with independence.
Standard - AL.2.K.E1
Retain and recall information presented over a short period of time.
Standard - CC.1.4.K.B
Use a combination of drawing, dictating, and writing to focus on one specific topic.

Standard - CC.1.5.K.A
Participate in collaborative conversations with peers and adults in small and larger groups.
Standard - 9.1.V.K.A1
Know and use basic elements of visual arts.
Standard - 9.1.V.K.B1
Combine a variety of materials to create a work of art.
BIG IDEAS/ESSENTIAL QUESTIONS:
BIG IDEA: Visual arts allow expression interests, abilities, and knowledge.
ESSENTIAL QUESTIONS: How can I express my thoughts, feelings, and ideas through visual
arts?
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OBJECTIVE(S) (Be sure to include all three parts):

Students will be able to:

Identify and explain the three primary colors (red, yellow and blue) and three secondary colors
(purple/violet, green, and orange) with 95% accuracy.

Create a color wheel using a variety of mediums and materials that displays the three primary
colors (red, yellow and blue) and three secondary colors (purple/violet, green, and orange) with
95% accuracy.

MATERIALS:

The Art of Colors by Cindy Estes

Crayons
Assorted colored construction paper
Assorted tissue paper
Assorted ribbon
Paint
Paint brushes
Glue
Tape
Assorted ink pads

ACTIVITIES (There are three sections here):

OPENING (hook, purpose and basic plan)

Preface: By explaining to students that today we will be learning about primary and secondary
colors.
Ask: Students what colors do they know about?
Encourage: Students to share their answers with the class.
Ask: Students which colors are primary colors?
Encourage: Students to share their answers with the class.
Ask: Students which colors are secondary colors?
Encourage: Students to share their answers with the class.
Discuss: The primary colors (red, yellow and blue) and how these three colors make up the
colors of the world (purple/violet, green, and orange).
Listening Focus: Today we are going to read the book The Art of Colors by Cindy Estes
and then discuss and learn about the colors of the world to include primary and secondary colors.
Look/Listen/Discuss: The class will be divided into small groups. Each student will be working
in their assigned small groups to create a color wheel that includes the primary and secondary
colors.
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BODY:(Bulleted step by step)

Modeling: (I do)

1. Ask: students to predict what they think the story is about and what will happen based on the
illustration on the cover.

2. Encourage students to share their answers with the class.

3. Restate the title of the book The Art of Colors and the author Cindy Estes.

4. Read: the book The Art of Colors by Cindy Estes to the students.

5. After reading the book The Art of Colors by Cindy Estes ask the students what are some of
the colors that are in the book?

6. Encourage students to share their answers with the class.

Guided practice/role playing: (we do)

1. Divide the class into small groups of three or four.

2. Remind students to stay on topic discussing primary and secondary colors.

3. Encourage students to share a few examples of primary and secondary colors.

4. Review the design elements of art (line, direction, shape, size, texture, value and color).

5. Encourage students to share their answers with the class.

Feedback and Correction:

During the whole class discussion students will provide a thumb up if they agree with the
responses of their peers. Details reviewed earlier will be reinforced, and if students suggest
incorrect responses, explain that they are good choices, but a more correct solution is.

Independent Practice/Opportunities for Practice:

1. Distribute a variety of art mediums for students to create their color wheel and include the art
design elements (line, direction, shape, size, texture, value and color).

2. Explain to students that will create a color wheel illustrating the primary and secondary
colors.
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3. Remind students to label the primary and secondary colors on their color wheel.

4. Encourage students to collaborate with everyone in their assigned small group on ways to
demonstrate primary and secondary colors on their color wheel.

5. As students are working in small groups rotate throughout the small groups providing inquiry
questions and support as needed.

6. Each small group will present their color wheel and explain the primary and secondary
colors.

7. After each group has presented their color wheel explain that their color wheels will be
displayed on the classroom bulletin board and will be available for families, peers, and teaching
staff members to view.

8. For students that need additional time or have missed primary and secondary colors on their
color wheels have them go back and add missed colors.

CLOSURE (Wrap up and brief summary):

1. Review: The primary and secondary colors using one of the color wheel projects.

2. Extend: Inform students that we will continue to learn about the colors in the world
throughout the week.

3. Remind students that during learning center time you will be observing them playing with
various colors. Encourage students to identify primary and secondary colors in each learning
center annotating the data on each learning center’s clipboard.

ACCOMMODATIONS (Refer specifically to UDL):

1. Simplification of activity: Teaching staff may use inquiry questions throughout the lesson to
assist students. Students that have difficulty understanding the primary and secondary colors
and/or creating their small group color wheel may have a teacher assist them.

2. Extension: Have students identify primary and secondary colors in their home or community.
Students may write or draw about their color findings in their writing journal. Students may
share their findings during a future circle time.

ASSESSMENT (How you will determine that student has mastered objectives):

To ensure that students have met objectives each child will have an assessment check sheet
completed by teaching staff. Assessment check sheet will have a key M-met objective, MA-met
with assistance, and NY-not yet met. Students will be observed during large and small group
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activities.

SELF-ASSESSMENT/REFLECTION (Complete this section if you have taught this lesson to

peers or in clinical placement):
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ENVIRONMENTAL PLAN
In this area, list materials that you plan to add to the environment relative to the content or theme your students are exploring.
Art Area/Center
Add a variety of materials
and mediums so students may
create artwork using a variety
of colors.
Dramatic Play Area/Center
Add multiethnic dress up
clothes with rich colors and
colorful flower shop props.
Block and Construction Library/Book Area/Center Manipulative Area/Center
Area/Center
Add an assortment of books Writing center
about colors. Add the writing prompts:
My favorite color is…
I like the color (insert color)
because……..
Music & Movement Area or Sensory Table or Center Outdoors
Center
Encourage students to play I
spy looking for colors on the
playground and annotate their
findings on clipboards.