Backward Design Lesson Plan Template

Name Hannah Setterberg Subject Colors

Grade level Pre-K-1

Lesson title
Step 1Desired Results
Standards, benchmarks, other objectives as needed (e.g., IEP)What should students know, understand, and be able to
do as a result of the lesson?
-Standards: Domain 4: Cognitive Development (recognition of colors and shapes, matching, problemsolving).
Objectives:
1. Given a pattern of different colors and shapes the should be able to choose the correct colored shape
from the object bank at the bottom of the screen, and then drag it to correctly complete the
sequence, 75 percent of the time without the teachers help.
2. Given a set of color and shape flashcards the preschool or kindergarten student should be able to
name the correct color and shape at least 80 percent of the time according to their developmental
level.

3. Given the Dr. Seuss book, My Many Colored Days, read aloud by the teacher, the students should
after be able to draw a picture of themselves and explain how they feel or have felt, referencing back
to the story.

Step 2Assessment Evidence

Performance taskWhat will students do to show what they have learned?

Performance criteriaHow good is good enough to meet standards?
Assessment:
1. After the students have finished the colors and shapes pattern correctly they will name the colored
shapes aloud to the teacher to demonstrate their understanding of the content. After they have
named the colored shapes aloud the teacher the students will assess the activity themselves by
clicking on the shape to reveal the text answer.
2. After the teacher has cycled through the flashcards with the preschool or Kindergarten students, the
teacher will assess them by asking the students to locate a specific color around the classroom.

3. After the teacher has read the students the Dr. Seuss book, My Many Colored Days, the students
will demonstrate their comprehension of the material by drawing a self-portrait of the color of day
they are experiencing relating to the story on a classroom mural with their peers.

Step 3Learning Plan

Learning activities (step by step from start to finish, detailed enough for another teacher to follow)
1. Start by sharing/reviewing with the students the colors and shapes we will focus on (red, orange,
yellow, green, blue, purple, pink, black, white, brown, grey, square, triangle, star, heart, rectangle,
circle).
2. Have a discussion with students and let each of them go around the circle to share their favorite
color and why. Take as long as you need, children need the chance to express themselves.
3. Then use the colors and shapes flashcards to review the colors with the students again, this time
providing visuals. After each color lay it in the middle of the circle so the students can see them.
Repeat this activity at least twice.
4. After you have completed that activity move on to the SMARTBoard activity. During this activity
the students will take individual turns to come up to the board and complete the colored shapes
pattern. First, they drag the correct colored shape to complete the sequence. Then they will name
the shapes aloud to the teacher (may have peers help if struggling). After they will touch the shapes
to see the words of the colored shapes and make sure they got it correct. Let each student complete
2.
5. Next read the book My Many Colored Days, by Dr. Seuss to the students. Make sure to emphasize
the different colors and their meanings throughout the book.

6. Finally let the students finish by letting them draw and color a mural together, but individually in
the specific color from the story that they are feeling at this moment. Let the students label
themselves and their feelings and compare/contrast with their peers (give help if they are
struggling). Use large roll of white paper, which is provided along with markers, colored pencils, or
paint (if needed).
7. Find a place to hang the mural in the classroom for the rest of the unit so the students can refer back
to it if they need.

Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design, ASCD, 2006.

Tools for Assessment

Written
Advertisement
Biography
Book report
Book review
Brochure
Campaign speech
Crossword puzzle
Editorial
Essay
Experiment record
Game
Journal
Lab report
Letter
Log
Magazine article
Memo
Newspaper article
Poem
Portfolio
Position paper
Proposal
Questionnaire
Research report
Script
Story
Test

Oral
Audiotape
Balagtasan
Debate
Discussion
Dramatization
Haiku
Interview
Newscast
Oral presentation
Oral report
Poetry reading
Rap
Readers Theater
Role play
Skit
Speech
Song
Teach a lesson

Visual
Advertisement
Banner
Brochure
Campaign flyer
Cartoon
Chart
Collage
Collection
Computer graphic
Construction
Data display
Design
Diagram
Display
Diorama/shoebox
Drawing
Graph
Graphic Organizer
Map
Mobile
Model
Painting
Photograph
Portfolio
Poster
Scrapbook
Sculpture

Kinesthetic
Community outreach
Dramatization
Field trips
Letter writing
Oral interviews
Play
Presentation
Service learning
Simulations
Role play
Skit
Scavenger hunt

Yearbook

Slide show
Storyboard
Venn Diagram
Videotape