| Lesson Plan ID: |
2015 |
| Title: |
Leo Lionni’s Little Blue and Little Yellow |
| Overview/Annotation: |
Students will use Leo Lionni’s literature and his website to learn about the author, mix primary colors, summarize and rewrite a story, and use graphing skills to determine the classes’ favorite color. |
| Content Standard(s): |
| MA(1) | 2. Demonstrate conceptual understanding of addition and subtraction by telling number stories; joining, separating, and comparing sets of objects; and applying signs (+ and -) to the actions of joining and separating sets. | | MA(1) | 13. Organize objects or information into pre-determined and labeled data displays, including pictographs, tally charts, bar graphs, or double-loop Venn diagrams. | | SC(1) | 2. Identify basic properties of objects. | | ELA(1) | 4. Read with comprehension a variety of first-grade narrative and informational texts, including recalling information and retelling a story with beginning, middle, and end. | | ELA(1) | 8. Use complete sentences to address a topic or tell a story. | | ELA(1) | 9. Use periods at the end of sentences and capitalization at the beginning of sentences and with the pronoun I. | | ELA(1) | 11. Exhibit proper letter formation, spacing, and letter-line placement in words and sentences. | | ELA(1) | 12. Collect information from print and nonprint resources to investigate a teacher- or
student-selected topic. | | ELA(1) | 13. Listen for meaning in conversations and discussions, including looking at the speaker without interrupting. | | ELA(1) | 14. Use appropriate intonation when speaking and interacting with others. | | TC2(K-2) | 6. Identify uses of technology systems in daily living. |
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| Local/National Standards: |
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| Primary Learning Objective(s): |
Students will rewrite the story Little Blue and Little Yellow using two different primary colors.
Students will mix primary colors to create secondary colors.
Students will graph their favorite color, yellow or blue and interpret the graph to determine the results. |
| Additional Learning Objective(s): |
Students will learn background information on Leo Lionni and be able to give three facts about the author. |
| Approximate Duration of the Lesson: |
Greater than 120 Minutes |
| Materials and Equipment: |
Leo Lionni’s book, Little Blue and Little Yellow, crayons, squares of yellow and blue construction paper, color graph, individual booklets for retelling the story, construction paper,
glue, aluminum pie plates, paint, paint mixing recording sheet, paint brushes,
writing journals |
| Technology Resources Needed: |
Computer with Internet access |
| Background/Preparation: |
Students will need to know their color words.
a) Cut one large blue circle and one large yellow circle for warm up activity.
b) Prepare student booklets for retelling.
c) Have a color mixing sheet for each child. (see attachment)
d)Cut yellow and blue squares of construction paper for the class graph. |
| Procedures/Activities: |
1.)Warm Up: The students will brainstorm many varied and unusual things that are yellow on a large yellow circle and many varied and unusual things that are blue on a large blue circle as a group.
2.)The students will choose their favorite color, blue or yellow, and place on a large graph on the board. The students will use the graph to determine the class favorite, how many, more, less etc.
3.)The teacher will introduce the title of the book Little Blue and Little Yellow and have students predict the content of the story. The teacher will record predictions on a class chart and use tallies to record the number of each choice.
4.)The teacher will introduce the author to the class by using several websites. The class will learn background information about the author and his books. ( Leo Lionni Author Study) This is a children's website about the author, his books, and his illustrations.
5.)Another website of interest: ( Leo Lionni Teacher Resource File) Includes biographies, literary criticism, lesson and unit plans relating to the writing of Leo Lionni, and online resources.
6.)The teacher will read the book, Little Blue and Little Yellow, as students listen for a hidden message and a magical color not mentioned in the story.
7.)The teacher will ask comprehension questions pertaining to the content of the story. What did Little Blue and Little Yellow do for fun in their neighborhood? What happened when Little Blue and Little Yellow hugged?What happened when Little Blue went home green instead of blue? How did Little Blue and Little Yellow feel when their parents didn't recognize them?When did Little Blue's mama and papa find out what caused Little Blue to turn green? How did the families feel in the end? Why did they feel that way?
8.)The students will pick two primary colors and retell the story in their individual booklets.
9.)The teacher will discuss the mixing of primary colors and tints to form other colors. The students will use recording sheets and paint to create the colors: pink, orange, purple, gray, brown, and green
10.)Closure: The students will share their stories with the class.
11.)The websites will be used as a resource for students and teacher during the lesson.
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| Attachments:**Some files will display in a new window. Others will prompt you to download. |
Color Graph.jpg
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| Assessment Strategies: |
Check students' color mixing sheet for understanding of primary colors.
Check students' retelling booklets for comprehension, sequencing, and details of the story.
The students will write their three favorite facts about Leo Lionni in their writing journals. |
| Extension: |
The students will read other Leo Lionni books and create a graph of the class favorites.
The students will read other Leo Lionni books and make a list of morals taught. |
| Remediation: |
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Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
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| Presentation of Material
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Environment |
| Time Demands |
Materials |
| Attention |
Using Groups and Peers |
| Assisting the Reluctant Starter
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Dealing with Inappropriate
Behavior |
Be sure to check the student's IEP for specific accommodations. |
| Variations Submitted by ALEX Users: |
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