Colors and Trouble

Grades: 
K, 1, 2

Introduces the idea of sharing in a situation where there is a scarcity of resources. Exposes students to the concept of recognizing the strength of differences. Increases listening comprehension and the use of critical thinking skills.

Duration 
PrintOne Thirty-Minute Class Period
Objectives 

The learner will:.

  • identify and compare examples of respectful and unkind behavior based on the events of the book.
Materials 

The Land of Many Colors (see handouts)

Bibliography 
  • Permission to use this out-of-print paperback picture book for Lesson Five: Colors and Trouble kindly granted by the publisher, Scholastic, Inc. The title was originally published under the following:
    Klamath County YMCA Family Preschool. The Land of Many Colors. Scholastic, Inc., 1993.

Instructions

Print
  1. Anticipatory Set:

    Hold up at least three identical objects except for color (blocks or toy balls could be used). Ask the children to name the colors and indicate their favorite choice. Point out that while they may have a preference, each color has its qualities and isn't better or worse than another.

  2. Hold up a color printout of the cover of the book The Land of Many Colors by the Klamath County YMCA Family Preschool. Activate prior knowledge by asking children to describe what they see.

    Read the book to the class. Stop midway to ask the students to identify colors and to name some of the objects on each page. Ask what the problem is. 

    Discuss and identify examples of their behavior that doesn't respect people for who they are. Have they seen this before? What are examples of people treating others without respect for their own special qualities. 

  3. How was the problem in the story solved?

    Ask students to identify examples of behavior that shows respect for different people and various talents and ways of being. Discuss some of the diverse talents in the room. 

    • Ask why the different groups listened to the dust-covered child and were willing to accept what he said. This is an open-ended question and may have more than one correct answer. Make positive connections to real life.
  4. Make a talent chain. On 8.5" long strips, students write some of the things they are good at or like to do. Maybe they can think of things they do that help others. Examples: I can paint pictures. I'm good at welcoming people. I like to be outside. I know how to braid. I smile to show I am friendly. Attach the strips by stapling the strips into interlocking loops.

    Discuss how together the many talents and skills make our group stronger. We can use these talents to make everyone happier and better. 

Assessment 

Students should be able to recall story details and explain why some behaviors in the story were inappropriate. Students should give reasons why it is better to practice acceptance for all in a community. 

Cross Curriculum 

Divide the children into three groups. Give each group a small packet of M&Ms pre-sorted by color. Have the students put their candy into one large bowl and each take the piece that they want.

Philanthropy Framework

  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 02. Diverse Cultures
      1. Benchmark E.2 Discuss the importance of respect for others.