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Foundations of Lesson Plan

Content Areas and Developmental Domains

State/District/Professional Standards

Identify one early learning standard that informed you’re planning of this learning experience.

The lesson is informed by the CCSS.ELA-LITERACY.RF.1.2

Demonstrating an understanding of spoken words, syllables, and sounds (phonemes).

Learning Goals

Briefly describe your goal(s) or desired outcome(s) of the learning experience.

By the end of the lesson, a learner should be able to:

1. Correctly determine varied colors of objects.

2. Demonstrate ability to distinguish various colors

Materials/Technology/Equipment/Resources

The usage of the pictures of the rainbow, varied paintings, crayons, a picture chart, models of various colors

Introduction/Anticipatory Set

· How will you draw children into the lesson, capture their attention, make them feel connected and included?

The lesson will be introduced by a showing a clip of the rainbow to the learners. Every learner will have to pick the color they love from the rainbow and attempt to state its color.

· How will you relate the lesson to children’s interests, prior knowledge, and families/communities?

The lesson will be related to family, prior knowledge , and the interests of the learners by asking them the vegetables they eat, the Tv they own, their pet, the door they have, the gate of the place they stay, their best dress, their best shoes, or the parent’s car. The focus will be on the color of these objects...

Building/Applying Knowledge and Skills

The children will look at the rainbow and point at their favorable colors. The teacher will ask them on the name of their favorite color.

The activity will be followed by a statement of rules and expected behaviour or participation of the learners. Then the teacher will give the names of the colors of the rainbow and the abbreviation to enhance recall. The abbreviation should be done repetitively to allow all learners memorize it. The teacher will encourage them to look or touch close to the rainbow charts around the class, and to accommodate one learner with visual disability an audio will be exposed to her.

Once students have done so, hands on activities will follow. The teacher will be telling the students to arrange specific blocks, plates, cups based on color. The visually disabled learner will be allowed to imagine of colors and relate to what they like or dislike. This learner will be given adequate time to think about the object.

After this, the teacher will allow children to use crayons in drawing crops, or scribbling colors. The learner with disability will have an accommodation through having an audio about the colors. After the listening and observation is over, an informal response to how different the classroom is from theirs will be expected.

The final process will be a review in which the learners will state colors they have learned.

Assessment

The informal assessment will happen in class in the course of the lesson with students matching colors, arranging blocks of similar colors, and stating colors they like.

The learners will as well write about the colors of objects around.

The summative assessment will come at the end of the lesson A mixture of items will be presented to the children. They will arrange them according to the color of the rainbow and state the colors. For the learner with visual disability they will have items with distinct features to represent colors and then they will arrange them.

Each learner will have color cards and will write on them the color

Closure

The wrap up involved a display of a color chart which I pointed at as the children stated the colors. The process was slow enough to accommodate various students. As we mentioned the colors I write their names below each one of them.

Reflection

The reflection on this lesson, shows that time, content, resources, and the actual activities in class are essential in making learning a success. Young children learn more through hands-on activities and seeing. According to Labtech (2018) young children acquire and retain maximum information when they see and play with objects. The more this is used the better.

I conducted adequate research, explored possibilities of classroom situation and mastered the content of the lesson. However, if only I had acquired more color objects it could have enhanced more learning.

Besides, the lesson plan was well organized and written in a way that helped me follow it closely and stay within the time frame. During presentation, I realized that some situations had to be improvised and adjustments made based on the provisions in class. This lesson achieved objectives more than I expected. The lesson would have engaged learners more if it allowed group tasks or creative corner where they arranged similar color blocks together, made beads with a mix of colors, and imagined to hold their black or white pet. However, at some point children could pick colors and say their home language word, I realized it could have been necessary to ask them state it earlier so that I attach to the English word. According to Vygotsky the home language is important in the learning of the student because it enhances transfer of aspects (Kozulin, 2003). The diverse teaching strategies and activities enhanced maximum learning. The inclusion of the students with special needs and situations, resulted in a lesson that every learner enjoyed. However, some students enjoyed creating beads or f similar colors with colors without emphasizing on the names of colors. A memorable song or rhyme would have helped. The adjustments about audio, more time, and such worked will for the learners with disabilities.

The wrap up should have allowed the learners to pick correct objects based on colors (Gray & Madson, 2007). The assessment too tended to be more on what the children could see instead of imagine, hence it must have downplayed the cognitive development.

The involvement of the families would be through asking them to talk about the relevance of various colors in their community.