De Colores

• To complete this lesson, teachers must have sufficient proficiency in Spanish to properly guide students in the learning process, including new Spanish vocabulary acquisition, as well as learning basic Spanish grammar and pronunciation.
• This lesson plan is designed for students who are beginners in Spanish language acquisition, especially in the elementary level.
• Teachers should look over the list of resources and bookmark the ones that will be the most useful for their class. Also, teachers must ensure that there are enough copies made of the worksheets to be used for the activities and assessment for students to use the vocabulary learned in complete sentences using articles and adjectives correctly (paying close attention to gender and number).
• The teacher must ensure that the students have access to the necessary technology to do the interactive activities which can be done individually or as a group.

The students will be learning the following ten colors:

• Morado (purple)
• Anaranjado (orange)
• Rojo (red)
• Gris (grey)
• Azul (blue)
• Amarillo (yellow)
• Negro (black)
• Verde (green)
• Blanco (white)
• Café (brown)

Activity 1. “De colores” the Song / “De colores” la canción

Read the lyrics to this popular song about colors, "De colores." Ask for help with new words, and practice reading the song out loud in both Spanish and English. The link to the lyrics of this song can be found at the site for the Texas State Library and Archives Commission.

Activity 2. What Color Is … ? / ¿De qué color es...?

In this activity, you will review the Spanish words for colors and learn the colors of common objects. To begin, study the lists of objects on worksheet number 1. Use a Spanish-English dictionary to determine the meaning of new words. Then, complete the questions on the worksheet, indicating which object matches the given color. You can listen to the words in Spanish using this interactive.

Activity 3. What's Your Favorite Color? / ¿Cuál es tu color favorito?

In this activity, you will use worksheet number 2. Using the hints provided about Juan, Marlena, and Estela, complete the charts and sentences describing them.

Worksheet number 3 includes ten sentences that use the colors incorrectly: either the wrong color is used, or the writer made a mistake in number or gender. Rewrite these sentences in the spaces provided, making them grammatically correct as you do.

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.