Colouring an Umbrella for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 1
Age: 5 years
Duration: 30 minutes
Subject: Creativity
Curriculum Theme: Creativity
Previous Lesson: Identifying and naming basic colours.
Topic: Colouring an Umbrella
Subject Matter: Colouring an Umbrella.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify an umbrella when shown.
• Name at least three different colours.
• Recognise the importance of staying within the lines when colouring.

Affective Domain

• Show enthusiasm for creative activities like colouring.
• Appreciate the use of different colours to make an object beautiful.
• Participate actively in group discussions about umbrellas and colours.

Psychomotor Domain

• Hold a crayon correctly.
• Colour a picture of an umbrella neatly within the lines.
• Use different colours to decorate the umbrella.

Social Domain

• Share crayons and colouring materials with classmates.
• Take turns when speaking or showing their work.
• Work cooperatively during group activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4.
• Early Childhood Care and Education resources on creative arts.
• Suitable early-years colouring books.

Instructional Materials

• A real umbrella (if available) or a large picture of an umbrella.
• Colouring sheets with outlines of umbrellas.
• A variety of crayons (red, blue, green, yellow, orange, purple, etc.).
• Whiteboard or chart paper for demonstration.

Rationale for the Lesson

This lesson is important for Pre-School Level 4 pupils as it helps develop their fine motor skills, hand-eye coordination, and colour recognition. Colouring an umbrella connects to their everyday experiences, allowing them to express creativity while learning about a common object and reinforcing their knowledge of colours in a practical and engaging way.

Prerequisite/Previous Knowledge

Pupils are expected to have seen an umbrella before and have some basic knowledge of identifying and naming common colours like red, blue, and yellow. They should also have some experience holding crayons or drawing simple lines.

Lesson Content/Board Summary

Colouring an Umbrella

An umbrella is a useful object that protects us from rain and sometimes from the sun. Umbrellas come in many different colours and patterns.

What is an Umbrella?

• An umbrella is a tool we use to keep ourselves dry when it rains.
• It also protects us from the hot sun.
• It has a handle to hold and a canopy that opens up.

Identifying Colours

• Colours make things beautiful and interesting.
• We can use many different colours to decorate our umbrella.
• Examples: Red, Blue, Green, Yellow, Orange, Purple, Pink.

How to Colour an Umbrella Neatly

1. Hold your crayon correctly, like a pencil.
2. Choose different colours for different parts of the umbrella.
3. Colour gently inside the lines. Try not to go outside the lines.
4. Colour in one direction (e.g., up and down, or side to side) to make it look neat.
5. Fill all the white spaces inside the umbrella outline.

Key Words

• Umbrella – An object used to protect from rain or sun.
• Colour – To add different shades to a picture using crayons or paint.
• Crayon – A stick of coloured wax used for drawing and colouring.

What the Teacher Should Show or Draw

• Show a real umbrella or a clear picture of one.
• Show a blank outline of an umbrella on a chart or board.
• Demonstrate holding a crayon correctly.
• Demonstrate colouring neatly within a small section of the umbrella outline.

Umbrella Colouring Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

Umbrella, umbrella, big and round,
Keeps us dry when rain comes down.
Red and yellow, blue and green,
Prettiest umbrella ever seen.
Hold your crayon, hold it tight,
Colour neatly, oh what a sight!

Actions:

• “Umbrella, umbrella, big and round”: Make a large circle with arms above head.
• “Keeps us dry when rain comes down”: Wiggle fingers downwards like rain, then hug self.
• “Red and yellow, blue and green”: Point to different colours on a chart or imaginary colours.
• “Prettiest umbrella ever seen”: Smile and gesture proudly.
• “Hold your crayon, hold it tight”: Pretend to hold a crayon.
• “Colour neatly, oh what a sight!”: Make colouring motions with hand.

How to use the rhyme: Sing the rhyme together as a class to reinforce the idea of an umbrella and using colours. It can be sung before starting the colouring activity and again as pupils are working.

Watch and Learn About Colours

This video will help pupils remember different colours before they start colouring their umbrellas.

https://www.youtube.com/watch?v=yY6m42-yS1Q

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Manipulation of Objects, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils warmly and leads them in a short “Good Morning” song. The teacher then asks pupils what they use when it rains to stay dry, or when the sun is too hot. The teacher introduces the topic “Colouring an Umbrella” by showing a real umbrella or a large picture.

Pupils’ Activity: Pupils respond to greetings, sing along, and share their ideas about staying dry or cool. They observe the umbrella shown by the teacher.

Learning Point: Pupils are engaged and introduced to the topic of umbrellas.

Step 2: Identifying the Umbrella

Time: 5 minutes

Teaching Skill: Identification/Discussion

Teacher’s Activity: The teacher holds up the umbrella (or picture) and asks pupils to identify it. The teacher discusses what an umbrella is used for (rain, sun) and its parts (handle, canopy). The teacher asks questions like, “Have you seen an umbrella before?”, “What colour is this umbrella?”, “When do we use an umbrella?”.

Pupils’ Activity: Pupils identify the umbrella, name its uses, and answer the teacher’s questions, sharing their experiences.

Learning Point: Pupils correctly identify an umbrella and understand its purpose.

Step 3: Revisiting Colours

Time: 5 minutes

Teaching Skill: Colour Recognition/Repetition

Teacher’s Activity: The teacher brings out a variety of crayons or colour flashcards. The teacher shows each crayon/card and asks pupils to name the colour. The teacher ensures all pupils have a chance to identify different colours. The teacher can also play the “Watch and Learn About Colours” video to reinforce colour names.

Pupils’ Activity: Pupils identify and name the colours shown by the teacher. They repeat the names of the colours and sing along with the video if played.

Learning Point: Pupils reinforce their knowledge of different colours.

Step 4: Teacher Demonstration – Colouring Techniques

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher distributes blank umbrella colouring sheets to each pupil. Using a large colouring sheet or the whiteboard, the teacher demonstrates how to hold a crayon correctly (tripod grip). The teacher then demonstrates how to colour neatly within the lines, using different colours for different sections of the umbrella and colouring in one direction. The teacher reminds pupils to fill all the white spaces.

Pupils’ Activity: Pupils observe the teacher’s demonstration carefully. They practise holding their crayons correctly in the air.

Learning Point: Pupils learn the correct way to hold a crayon and basic colouring techniques.

Step 5: Guided Practice – Colouring an Umbrella

Time: 7 minutes

Teaching Skill: Guided Practice/Supervision

Teacher’s Activity: The teacher instructs pupils to start colouring their umbrella pictures. The teacher moves around the classroom, providing individual guidance, encouragement, and correcting any incorrect crayon grips or colouring techniques. The teacher encourages pupils to use a variety of colours.

Pupils’ Activity: Pupils begin colouring their umbrella pictures, applying the demonstrated techniques. They ask for help when needed.

Learning Point: Pupils apply colouring skills under supervision and develop fine motor control.

Step 6: Rhyme Reinforcement

Time: 3 minutes

Teaching Skill: Reinforcement/Song

Teacher’s Activity: While pupils are colouring, the teacher leads them in singing the “Umbrella Colouring Rhyme” again. The teacher encourages pupils to do the actions as they sing.

Pupils’ Activity: Pupils continue colouring while singing the rhyme and performing the actions.

Learning Point: The rhyme reinforces the lesson’s concepts in a fun, memorable way.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “What is this object we coloured today?” (Shows a finished umbrella picture).
2. “Can you tell me two colours you used on your umbrella?”
3. “Show me how you hold your crayon.”
4. The teacher collects the coloured umbrella pictures and observes how neatly each pupil coloured within the lines and their use of colours.

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate. They present their coloured umbrellas to the teacher.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Closure/Praise

Teacher’s Activity: The teacher praises the pupils for their effort and beautiful colouring. The teacher reminds them that umbrellas protect us from rain and sun, and that colouring is a fun way to be creative. The teacher leads a tidy-up song.

Pupils’ Activity: Pupils tidy up their crayons and colouring sheets, and sing the tidy-up song.

Learning Point: Pupils feel a sense of accomplishment and learn to tidy up after activities.

Lesson Keywords

• Umbrella – A device used for protection from rain or sun.
• Colour – To apply pigments to a surface.
• Crayon – A stick of coloured wax used for drawing.
• Neat – Tidy and carefully done.

Differentiation

• Support: For pupils who struggle with holding crayons, the teacher can provide larger crayons or use hand-over-hand guidance. For those struggling with staying within lines, the teacher can provide umbrella outlines with thicker lines or larger sections to colour. Offer fewer colour choices to avoid overwhelm.
• Extension: For pupils who finish quickly and colour neatly, the teacher can encourage them to draw patterns on their umbrella or to colour a second, more complex picture of an umbrella. They can also be asked to name more colours or identify colours in the classroom.

Note for teachers using this lesson plan

Before the lesson, ensure you have enough umbrella colouring sheets for every pupil, along with a good supply of crayons in various colours. A real umbrella is highly recommended for the introduction as it makes the object more concrete for young learners. Pay close attention during the demonstration phase (Step 4) to ensure pupils understand how to hold a crayon and colour neatly. Encourage pupils to experiment with different colours, but also guide them towards staying within the lines. Observe individual pupils during Step 5 to provide targeted support. Praise effort and creativity, not just perfection, to build confidence. The assessment in Step 7 should focus on their ability to identify the umbrella, name colours, and demonstrate basic colouring control, rather than artistic mastery. Remember to involve all pupils, including shy ones, by asking simple questions or giving them specific colouring tasks.