Green Day!

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Objective

Students will identify the color green.

Big Idea

Students re-create a big green monster!

Introduction

10 minutes

At the beginning of the school year, I incorporate a color unit into my math block. Please see my reflection, where I discuss the reasoning for this unit and how it all ties in.

***Prior to reviewing colors, I send home a COLOR Week Calendar. Students are directed to wear a specific color of the day.

1. I gather my students onto the carpet, where we count how many of us have worn green today. Sometimes children will become upset if for some reason they do not have the color of the day on. I keep stickers handy for these situations, and would place a green sticker on these children.

2. On chart paper we create a list of green items together. For example: grapes & pears.

Shared Reading

15 minutes

1. While children are still gathered on the carpet, I tell them that I have a SCARY visitor! I then proceed to read Go Away Big Green Monster  by Ed Emberely . As I read the story, I make sure to point out all of the monster's characteristics. This is important, as children will need to re-create the monster.

2. Sometimes it is also fun to listen to this story online. At some point later in the day, when my students need a few minutes of down time, I will play the online version. This particular story has children with accents reading-the kids really enjoy this! If you are fortunate enough to have a smart board use this link for an online read aloud:

http://www.youtube.com/watch?v=rPmLZLp-oec

There is an ad that you will need to skip over, I make sure I do this prior to the lesson and just pause at my starting point.

Independent Practice

15 minutes

Students will go back to their tables and color the big green monster. Children are instructed to color the monster as he appears in the story: yellow eyes, bluish-greenish nose, etc. This is a quick informal assessment for me to see which children recognize the color green along with other colors necessary to re-create the monster. In the center of each table are buckets with multiple colors of crayons. I move around the room, and observe children picking out crayons as they color. If I notice a student making the wrong color choice, I stop and assist. This also allows me to see who can follow a simple set of directions, and observe fine motor skills (crayon grip, coloring within the lines)

Wrap-Up

5 minutes

To conclude our lesson, I play the green song below. This makes a connection to what we have learned/reviewed today.

The song can be found on YouTube at:

http://www.youtube.com/watch?v=AwaXtyROZZk