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Middle
Language
Grade: Middle
Subject: Language

#3337. Spanish Colors and Clothing

Language, level: Middle
Posted Mon Feb 14 10:42:31 PST 2005 by Beth Murphy (murphyel@pickens.k12.sc.us).
Edwards Middle School, Central, SC
Materials Required: See Lesson Plan
Activity Time: 50-55 Minutes
Concepts Taught: Colors and Clothing Vocabulary in Spanish

SUBJECT CONTENT
Colors (rojo, anaranjado, amarillo, verde, azul, morado, café, negro, gris, blanco)
Clothing (la camisa, los pantalones, la falda, el vestido, el suéter, los zapatos, los calcetines)

GRADES
4-8

TIME
50-55 minutes

STANDARDS
Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2 Students understand and interpret written and spoken language on a variety of topics

OBJECTIVES
1. The students will repeat the names of the colors with 100% accuracy.
2. The students will arrange the colored strips in the order they are called out with 90% accuracy.
3. The students will raise their hand for the appropriate colors that they are wearing with 95% accuracy.
4. The students will repeat the names of the articles of clothing with 100% accuracy.
5. The students will work together as a class to identify the missing article of clothing in Spanish with 90% accuracy.
6. The students will identify the student who the teacher is describing with 95% accuracy.
7. The students will identify a color from the color ball with 95% accuracy.

MATERIALS
• Color picture cards (Large pieces of paper or pictures representing each of the colors you are introducing..)
• One ziplock bag per student containing one strip of colored construction paper for each color you are introducing.
• A large tote bag filled with one of each article of clothing.
• Chalkboard or Whiteboard
• Color ball (a small ball with many different colors on it)

PROCEDURE

Warm-up
1. (5 minutes) Hold the picture cards up one by one and ask the students to repeat you as you name the colors as described in Objective #1. Go through the stack twice, and point out students who are wearing each color. Then ask individual students, “¿Cuál es tu color favorito?” Help the students with their answers by holding up each color and saying its name until they say sí. Then say the color again and have the student repeat it.

Content
2. (1 minute) Pass out the ziplock bags.

3. (2 minutes) Tell the students to take their colored strips out of their bags. Ask, “¿Dónde está …” and then name a color. Hold up the correct strip of paper and motion for students to do the same. Repeat this for each color.

4. (14-17 minutes) Call out all of the colors in random order while the students sequence the strips on their desks in order as described in Objective #2. Show them each strip as you call it out the first time through, but do not help the students during the following sequences. Each time you may want to call them out faster and faster, and be sure to go over the correct order after each sequence. If you have native speakers or students who already know their colors, you may want to let two or three of them lead the class through another sequence.

5. (1 minute) Collect the color strips.

6. (2 minutes) Review the colors once more by asking “¿Quién lleva …” and then listing a color. Students who are wearing the color you name should raise their hand as described in Objective #3. Point out the name of the article of clothing that is the color you are talking about.

7. (5 minutes) One by one, pull out each article of clothing from the tote bag, name it in Spanish, and have the students repeat it as described in Objective #4. Each time you pull out a new article of clothing and name it, go back and name all of the previous ones as well. Lay all of the pieces of clothing out on a chair or table.

8. (12-13 minutes) Send a student volunteer out in the hall and ask another student to “guard” the door. Then let a student from the class hide any piece of clothing. Allow the student in the hall to come back in and ask them what piece is missing. If they cannot remember the word in Spanish, call on somebody else in the class who remembers it as described in Objective #5.

Closure
9. (5 minutes) Write the following rhyme on a chalkboard or whiteboard:

Veo veo. (teacher)
¿Qué ves? (students)
Veo una persona. (teacher)
¿Cómo es? (students)

Show the rhyme to the students and tell them that you will say the sentences and they will respond with the questions. Practice this a couple of times and then, when they are comfortable with it, answer their last question by describing a person in the room. You may say if they are a boy or girl, and then describe their clothes and what color they are. (Example: Es una niña. Lleva pantalones azules y un suéter rojo.) Keep describing the person until a student raises their hand to guess who you are describing as described in Objective #6.

10. (3-4 minutes) If you still have some time left at the end, throw the color ball to students. Tell them that they have to name whatever color their thumb lands on when they catch it as described in Objective #7.