This lesson plan is designed for young learners at the novice or novice-intermediate level of proficiency in Spanish. It is important for students to develop simple vocabulary and pronunciation in the Spanish language, and this lesson plan can be an excellent tool for this. The vocabulary, the colors, is appealing to young learners because colors are easy for them to comprehend and observe while connecting the newly acquired vocabulary to familiar objects. The activities in this lesson plan will help students learn ten colors in Spanish and also provide them with practice to use them in context. This lesson plan helps satisfy standard 1.2 (Interpretive Communication) of the National Standards for Learning Languages to show comprehension of authentic audio and visual resources based on familiar themes.
By the end of this lesson, the students will have
The students will be learning the following ten colors:
Students can get started by learning the words to this popular song about colors, “De colores.” The teacher should help the students with any new vocabulary. The lyrics can be printed for the students to try and read aloud together. The link to the lyrics of this song can be found at the site for the Texas State Library and Archives Commission.
Students will use the list of categories to study the different colors learned as well as objects that are of the same color. This is available via the EDSITEment created Worksheet number 1. Students can use the worksheet to find out the meanings of words they don’t know. After studying the lists, the students should go to the interactive activity and see how many objects they can name and match to their correct color through a series of multiple choice exercises. The interactive will allow the students to listen to the words in Spanish.
In this activity, students will try to determine the information about three kids: Juan, Marlena, and Estela, including their age, their grade in school, and their favorite colors using the EDSITEment-created worksheet number 2.
This assessment will ask students to work with worksheet number 3, where they will be asked to correct ten sentences. The sentences have the wrong colors used, or they are using the colors incorrectly (wrong gender or number). Students will be asked to rewrite the sentences in the spaces provided but grammatically correct.
To complement the learning experience, students can expand their use of colors and further practice their use of number/gender agreement for adjectives by asking questions about clothes. In this activity, students will make a list of clothing items they want to buy for themselves, their family, or their friends. In a conversation with a partner or partners students will ask each other questions about the items on their list. A sample list could include: un vestido, unos calcetines, una chaqueta, una camisa, un pantalón, un abrigo, unos zapatos, una blusa. Define to students any words they may not be familiar with. Students will de divided in pairs and following the queue cards on the extending the lesson worksheet they will ask and answer each other questions about shopping for clothes and the colors they prefer. The students can then reverse roles.
2-3 class periods