Lesson Plan: The Colors I am Inside​ (6/7)

Page 18

Applying What You Have Learned

On the following pages are lesson plans that can be used in your program planning. The lesson plans are intended to be an optional resource that you may adapt for use in your classroom.  The worksheets at the bottom of each lesson plan are part of the required coursework (not optional).  

Please read each lesson plan carefully and then answer the question at the bottom of the page.

All the Colors I am Inside

​Age Group: ​

• Preschoolers

Objectives:

• Students will create a representation of their own unique inside colors as inspired by the poem titled Colors by Shel Silverstein​  

CDA Competency Standard: ​
II.9.3a
Candidate promotes children’s sense of belonging in the classroom community.
a) Encourages children’s social interactions.

II.9.4b
Candidate helps children experience sympathy/empathy and respect for others.
b) Discusses diversity comfortably when interacting with children.    

Materials: 

• White sheets of paper
• Coloring materials
• Black marker .  
• Click here to print the poem: COLORS, by Shel Silverstein

Procedure: 

1. Students will use the black marker to draw an outline of themselves. They may make it a silhouette of themselves, or choose a different shape. The teacher should create an example for students to understand. Adapt this step to meet the needs of your students.
2. Students can use the coloring materials to fill in the outline. Some students may use multiple colors, some may mix and layer colors, and some may use one color. Students are creating a representation of themselves and should be given the freedom to do so in whatever way they would like.
3. When children are finished inventing their inside colors, they should have the opportunity to share their creations with another student. Pair the students up and instruct them to compare, contrast, and compliment their partner’s creation.    

Assessment: 

• Observe and assess children while comparing and contrasting their inside color creations. Were they respectful? Did they understand that it is alright to be different? Did they have reactions that you expected?​    

This is assignment 6 of 7. 

Worksheet

All Aboard: Creating an Inclusive Classroom *  Page 18 (6/7)

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Course Navigation Menu

1. Course Agenda
​2. Inclusive Classroom?
3. Reverse-Mainstreaming​
4. Reverse-Mainstreaming​​ (1/7)
5. Everyone Benefits
6. Benefits of Inclusion (2/7)
7. Speech Delays

8. Developmental Delays
9. Hearing Loss
10. Physical Disabilities
11. More Inclusive​ (3/7)
12. Inclusive Education
13. Inclusive Education​​ (4/7)
14. Inclusivity During Circle Time ​ 

15. Teaching About Diversity
16. Picture Books About Inclusion
17. Our Classroom Book (5/7)
18. The Colors I am Inside​ (6/7)
19. End of Course Assessment (7/7)
20. End of Course Evaluation
21. Parking Lot