Please enable JavaScript.

Coggle requires JavaScript to display documents.

Grade 1 Art Colors Unit: ROYGBIV + Primary & Secondary Colors Pre…

- - - - Partner Work
    - - Primary Color Hand
      - Color Mixing Umbrella
      - Roy G. Biv Dude
    - - Found Objects Rainbow
      - https://youtu.be/uRP1KcSfg5A
  - - - Activity Enrichment
        Students will do the same activities as the Tiger Group to learn about ROYGBIV, Primary, and Secondary Colors, except with additional writing challenges. The instructions will be specified to students slowly, with step-by-step image examples, and video examples.
        
        Create the ROYGBIV Rainbow art and write the letters in the correct places and the full word of the color.
        
        Paint the Primary Color hand painting, and write comments about how you made it and why you like it on a separate piece of paper.
        
        The teacher can create a big poster for a "Wonder Wall" and ask students to practice writing the Art vocabulary on the wall. Students may also write other Art words, such as shapes colors patterns etc.
        
        For secondary colors, the students can cut and paste lady bug crafts, and write about which primary and secondary colors they pasted. There will be more emphasis on writing full sentences.
        
        Provide extra reading material to have the students practice, for example This online Book about the Colors of the Rainbow.
        
        Roy G. Biv Dude
        
        Primary Color Hand
        
        Wonder Wall
        
        Secondary Colors Ladybug Craft
        
        ROY G BIV Book
      - Oral and Reading Language Practice
        These students can do the same activities as the Tiger Group, but they will be given more tasks to express their thoughts, feelings, and creative choices through reading and writing. For example, when we are doing activities for Secondary Colors, the students can take turn reading aloud the vocabulary "Secondary Colors". Through the activities in the unit, the students may be invited to help other students with writing things as the designated "Special Scribe", and they may also be invited to share about what they are making to one of the other groups, or to the whole class.
        If it appears that even after additional language assistance the students are not able to understand the concepts and skills, they will be moved to the Congo Lion Group.
    - - Activities, Content- Based Enrichment
        
        Movement- Asking students to follow along and participate with interactive videos such as this one by "Ok Go".
        
        Motor skills and color recognition- Providing coloring worksheets and craft activities such as a the construction paper rainbow and the coloring page.
        
        Seeing and recollecting- Using flash cards to condition the Primary and Secondary colors, then asking the students to color them using their imagination. This is also a chance to practice literacy skills.
        
        Matching and sensory- Use a simplified color wheel with velcro pieces, and call on students to stick colors to the correct area on the color wheel.
        
        https://www.youtube.com/watch?v=3zDlb6W-PEE
        
        Modified ROYGBIV Coloring Page
        
        Primary Color Worksheet
        
        ROYGBIV Craft
        
        https://www.youtube.com/watch?v=v9gIj0j7Ba0
      - One-on-one specialized activities
        Work with students one-on-one on a chosen activity for particular sections throughout the unit. If there is a teacher aid, more challenging activities can be created for one-on-one development, such as coloring the rainbow toucan coloring page to develop motor skills, practicing to paint mixing secondary colors, content knowledge, and even practice literacy skills.
        
        Hands Color Mixing
        
        Primary Color Worksheet
        
        Toucan Example
      - Basic Skills Enrichment, with assistive technology if necessary
        These can be activities for the students who are extremely challenged, to develop skills including motor, sensory, Montessori, cognitive, spacial, and literacy skills.
        Tracing A-B-C's (P for primary color etc) in the sand and playing "memory" with shapes (primary color and secondary colored shapes) are a couple examples.
        There are also electronic devices as well as online resources which can be used to provide the student with extra assistance if necessary, for example online puzzle games with audio dictation.
        If these acttivities are too easy for the students, more challenging activities will be supplemented. One that would be more challenging would be the "Secondary Popsicles" activity.
        
        Sand Letter Tracing
        
        Shapes and Colors Memory Game
        
        Online Puzzles
        
        Secondary Colors Popsicles
        
        Snacks Memory Game
  - - - "Be The Teacher"
    - - Open-ended Art Example
    - - Tertiary Colors Poster
      - Color the beak
        using only Tertiary Colors
        Toucan Example
      - Ice Cream Cone Shades
      - https://youtu.be/XSldlQnbpiI
      - https://youtu.be/DMIvEgKSvrE
      - https://youtu.be/3cPPyS16w_o
      - Color Wheel Name
    - - Primary Color Hand
        
        Color Mixing Umbrella
- - - - Activity Content assessment
        The teacher can use a basic rubric to guide them as they analyze the work that these student are doing, and appropriately grade them on their skill level.
        The teacher will specifically assess the reading, writing, and speaking skills of the ELL students, and specifically assess the Skills and cognitive abilities of the students who may require special needs attention.
        At the end of the unit, the students will sit one-on-one with the assistant or the teacher, and conduct a self assessment and peer assessment. If the ELL students are not able to understand the levels of the regular self and peer assessment forms, they will use the basic ones.
      - Tracking Throughout the Unit
        The teacher will use a combination of hand-written and digital tools to observe student progress in each class, during every project in the Unit. At the end of each Unit section, the teacher can have a mini "Show-N-Tell" where students can check to see where they are at. If the students might be having trouble doing the presentation as everyone else, the teacher can modify the "Show-N-Tell" to take place in a more private setting, in front of only the teacher and assistant, or in front of a select group of friends/family.
        For the "Exit Ticket" The teacher can check that each student understood the points of the "ROYGBIV Craft".
        The teacher can read the questions out loud for some students who might have trouble reading it, or modify the instructions another way so that the student can understand the "Exit Ticket".
        It will be in the form of an emoji-response with these questions:
        
        Can I explain what are the colors in ROYGBIV?
        
        Can I say what are the Primary Colors and what are the Secondary Colors?
        
        Can I place the colored paper in the correct places, paste them, and complete the craft nicely and creatively?
      - Basic Skills assessment, with assistive technology if necessary
        The teacher can go to these students and ask questions to check the understanding of the Congo Lion Students. These students may need verbal dictation or other assistive technology depending on their learning need. These students will be asked questions such as these:
        
        What is this you are making? Do you like what you are doing?
        
        What are these colors? (Point to each specific color).
        
        What are these shapes? (Point to specific shapes).
      - Basic Exit Ticket
      - Basic Art Rubric
      - Formative Observational Checks with Recorded Data
        The Teacher will go around to each student as they are working, taking notes from observation and marking points in the student's chart. The teacher can use a mobile phone or tablet to directly type student information into an online chart or excel sheet.
        For example, online spreadsheets such as Google Sheets, Google Forms, and Office Excel.
        Examples of useful apps for tracking student data include Plickers, GoFormative, and Evernote.
        This can apply for all of the students.
        ELL Students will be observed for extra criteria in reading, writing, and speaking.
        Special Needs students will be observed for their specific learning targets, which will be marked in their records.
      - ROYGBIV Craft
      - Self Evaluation With Writing Focus
        For the ELL students who are able to understand the challenge, they can practice writing by filling out this writing reflection as well.