"The Colour-Pokey" (Amy Lawson; Pre-K)This is a featured page

"The Colour-Pokey"

(Amy Lawson; Pre-Kindergarten or Kindergarten; Arts Education)


Content: (Topic)
Colours. Presented in this lesson: yellow, red, blue, green, pink and orange. 		Teaching Strategy:
Interactive
Learning Objectives:
  • The students will be able to recognize and identify several colours along the spectrum.
  • The students will be able to perform the actions of the dance and respond to the song.
Assessment:
  • Each child will be asked to “dance forward” with her/his colour at least once. (With a small group of children, several times are preferable.)
  • If a student does not respond, give them a later opportunity to, and reiterate which colour they are holding. Take note of any children who continually will not respond.
  • Similarly, take note of any students who respond to the incorrect colours. Are they merely eager to participate? Or are they confused about the colours?
  • Monitor which colours, if any, seem to be incorrectly labeled at a high frequency. (This is more effective if the lesson maybe repeated at a later time.
Common Essential Learnings (CEL’s):
  • Communication: Recalling information, group participation, expressing meaning, active listening.
  • Independent Learning: Making independent decisions, applying information.
  • Critical and Creative Thinking: Demonstrating flexibility in thought, classifying information, discovering relationships between ideas, making systematic decisions.
 Prerequisite Learning:
  • Students will have previously been introduced to all of, or most of, the individual colours introduced in this lesson.
  • Students will possibly have previously been introduced to the “Hokey Pokey” song in its original form and have an understanding of its basic actions. For students who are not, care should be given to briefly go through the “step in/step out” movement.
Equipment/Materials:
  • The book that I used in the lab was called The Wild Bunch’s Colours: Playful Pop-ups and Fun Flaps.(Copies are at the bargain children's section in Chapters along with other pop-up books on shapes and sizes.) Any other book at a young level that explores colours is awesome! Try to make sure that you work with all of the colours that are found in the book.
  • Create several coloured objects that the students may hold. I used large popscile sticks and construction paper circles, which look like small ping-pong paddles. (Lots of people have suggested laminating them so that they are not as easy for students to wave around.) To build word recognition, the name of the colour should be printed on the object.
Advanced Prepartaion:
  • The coloured objects must be created and compiled before the lesson begins. Ensure that there are enough for every student; backup objects are advisable.
  • Adequate space in the classroom should be cleared prior to beginning the lesson.
  • Additional books and resources relating to colours may be placed in the classroom to build knowledge. A colour center, or learning invitation, is a suggested supplement.

Presentation

Set: (10 Minutes)
Gather all of the students into a semicircle on the ground (“criss-cross applesauce.”) Remind them that you are learning all about colours, and ask them if they can remember any of the colour names.

Administer the coloured objects, one to each student. (Several students may have the same colour.) While passing out the objects, clearly say the name of each colour. “This is yellow.” Ask students to repeat.

Read the book Colours: Playful Pop-ups and Fun Flaps (or another book about colours of your choosing.) While reading, ask students to identify the colours featured on the pages. “What is yellow here?” Students are encouraged to hold up their objects when their colours correspond.

Development: (10 Minutes)
Ask students to stand in a circle, still holding their objects. Quickly remind them about the “hokey pokey” song, and go through one action, such as “put your right foot in…”

Explain that today, instead of putting a body part in, we will be putting a colour in! Model this with one of your paddles. “Put the yellow in, take the yellow out…”

Now, sing the “hokey pokey” song as above, replacing all body parts with available colours. Sing slowly. When you name a colour to place in (or hold up), model it by holding up the object yourself. Point to the students holding the correct paddles and motion for them to join in if they do not on their own.

Gauge student’s interest and involvement to determine the exact length of the song. At minimum, ensure that all students are able to “step in” with their colour at least once.

Closure: (5 Minutes) Once the song is finished, ask the students to sit down again. Ask them if they had fun. You may wish to hold up each paddle again and repeat the name of the colour for a last reminder.

Extensions:
1. This activity may become a continued routine. Including an introductory book about the senses before each time the dance is performed may not be necessary, but is recommended for at least the first one or two revisits. Try to ensure that the students have an opportunity to “be” different colours on different occasion.
2. If the students are comfortable with the basic instructions, you may add to them. More colours may be added (providing there are enough students.) Additionally, you may try calling more than one colour at a time: “Red and blue go in.”
3. Once this variation of the “hokey pokey” is understood, you may wish to continue this activity for several other themes throughout the year, using representative objects for each one.

Adaptive Dimension:
1. Standing and moving around may not be possible for all students, and this should be respected. If some mobility is possible, it should be encouraged. Students may be asked to do “any fun movement” as they lift their colour instead of moving their entire body.
2. As mentioned, the words of the corresponding colours should be printed on the objects. Students who may not be able to identify the colours may still be able to identify the words. Say the names of the colours very clearly while singing the song.
3. Students who are very shy may feel hesitant to come forward when it is their turn to present their colour, especially by themselves. If they have a problem acting alone, ensure that there is at least one other student who shares their colour, so they may come forward together. If coming forward at all is the issue, you may wish to allow them to simply point or hold up their object instead.
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