STORY BOX LESSON PLAN

CHD -118
2/20/15

Title of the Book: Rubys Rainbow

Age Group: 4-5years old

STANDARD: Vocabulary
2a- Use size, shapes, color and spatial words to describe people, places and objects.

OBJECTIVES: Identifying colors, shapes and textures. Increasing vocabulary by learning

new words.

RESOURCES /MATERIALS: Glue stick, colored tissue paper, colored foam shapes,
construction paper and matching color cards with objects.

STRATEGIES: Setting the tone by talking about colors and then read the book to the
class. Engage the children by asking open ended questions to the class, like What do you
think the book is about? What do you think happens next? This would be a teacher
directed activity. One of the activities the class will do is create a rainbow of their own
after seeing a sample of the rainbow as a model. A few children make completely
different rainbows, which involves a lot of self-expression. This is a child directed

activity, creating by using imagination. The children sit at the table where the materials
are available and start making their unique rainbows from a variety of supplies. The
children share the materials (glue stick, colored foam shapes, and crayons) and interact
by expressing their favorite colors and things/objects of that particular color. Each child
makes a unique rainbow by using their imagination and creativity.

ADAPTATION: As a teacher my goal is to make the entire process and activity fun for
the children. Keeping the activity simple and easy for English language learners is vital.
For example children whose first language is Spanish I would say the colors in Spanish
along with the colors in English, like red-rojo, green verde, which will facilitate in their
comprehension/understanding. Teaching colors by showing them prints on big cards and
pictures of objects.

ADAPTATION: For children with special needs I will keep the activity simple, easy and
not long, so that the children dont lose their focus and stay interested/ engaged. For
example, a child with autism will not be very social and vocal. His /her communication
skills are not very developed and thus doing an activity like matching colors to objects
would be helpful and appropriate with minimum communication involved. When doing
the rainbow project, giving extra attention/assistance and help him/her will make the
child comfortable and the process smooth.

ASSESSMENT: The children enjoyed the activities, as they were very focused and
involved. Each child was proud of their unique rainbows that they made. I think the

lesson was a success because the class understood the concept of colors with the example
of a rainbow. The children also added new words to their vocabulary like sticky, smooth,
diamond and beautiful and so on, which was the objective. This was apparent by their
conversations with each other and them talking about their favorite color/s.

REFLECTION: Overall, I think the lesson worked out well and the class enjoyed
listening to Rubys Rainbow. The activity was a success for the most part, but I would
want to adapt some more strategies for children with special needs and make it more
productive for them. For example, change materials and do follow-up activities with the
children so that they comprehend better.