Introduction to color unit. This week students will learn the first five color words: rojo, verde, azul, amarillo, and anaranjado. Next week they will learn five more. The week after that we will be using the colors as an introduction to a unit on fruits and vegetables.
Lasting Ideas & Results:
Basic color vocabulary. Understanding that Spanish is a different language.
What words do we use to describe an object's color in English? How do we say these colors in Spanish?
Desired Learner Outcomes:
Enter the skills and knowledge students will acquire through the learning activities in this lesson.
Students will be able to...
Students will know...
identify five colors in Spanish
five color words: rojo, verde, azul, amarillo, anaranjado
Daily Engagement Activities:
Outline the activities students will complete on a day-to-day basis.
Description of Activities
Guessing Game: introduce each new word by having the class spell the word, and repeat the word as the teacher pronounces it. The teacher will give clues as to the meaning of the word and students will guess. Flashcards/Color Chant: students will look at each color card rhythmically repeat after the teacher as she pronounces each color Color song: students will first listen to the song 'Learning the Colors' by Twin Sisters (track #4). The teacher will then pick helpers to point to each color as it is mentioned in the song
Flashcards/Color Chant: students will look at each color card and rhythmically repeat after the teacher as she pronounces each color. I Spy Version 1: The teacher will say, using each color, "I spy with my little eye,something that is___" . Have individual students guess what color you are thinking of
Flashcards/Color Chant: students will recite the colors in unison as the teacher holds up the cards I Spy Version 2 (assessment):each student will select a flashcard from a pile and say the color out loud in Spanish. The student will then say "I spy with my little eye something that is ____".
Flashcards/Color Chant : students will rhythmically recite the colors in unison as the teacher holds up the cards. I Spy Version 2 (assessment): each student will pick a flashcard from the pile and say the color out loud in Spanish. The student will then say "I spy with my little eye something that is _____."
Dance Day! Students will be able to identify Salsa music.
Students will stand with a partner and practice the Salsa hand and arm position
Use this table to describe tools/data that will demonstrate students' increased understanding and ability. You may wish to reference the specific learner outcome being measured by each type of assessment.
Describe Performance Tasks
Explain &/or Reference Criteria
quiz: student will identify two colors in Spanish using flashcards
e.g., use attached Answer Key
Pre-Requisite Knowledge & Skills:
Knowledge of the colors in English.
Students will be ready to be assessed when the entire class can recite the flashcard colors in unison without teacher prompting and when 80% of students can successfully participate in the I Spy Game (Version 1).
Class begins in a circle on the floor. Students sing the Buenas Tardes Song.
We then review the rules: Your fingers are on your lips. You are sitting up tall and proud. You are trying your very best. You are following my directions the first time given. If the entire class is following the rules, you have a "happy face" on the board. If not, you have a "sad face" on the board.At the end of class if you still have a happy face on the board, the class will get a piece of the Wiggly Worm. Remind students that when the Wiggly Worm grows and grows and grows long enough to cross the finish line, the class will get a Small Sized Prize.
I then introduce the Word of the Day using Sr. Hipopotamo: write the word of the day (in this case, rojo, azul, or another color word) on a 3x5 card and place it in the hippo's mouth. Call on a helper exhibiting Super Star behavior
to take the Word of the Day out of the hippo's mouth. Have the class spell the word of the day and then pronounce it for the class. Have the class repeat what you have said. Give clues as to the meaning of the word (ie: Naheem is wearing a wrist band that is azul. Isabella is wearing a barette that is azul). Have students guess what the word means.
Introduction/ Review: Repeat the guessing game for each of the five color words.
Flashcards/Color Chant: hold up each flashcard and pronounce the color for the class. Have them "repeat after me" in a rhythm and encourage students to pat their knees or bounce their shoulders to the beat that you create as they chant through the cards.
Color Song (Twin Sisters #4): this song is 5 minutes long and this week we are only learning the first five colors mentioned in the song. Skip to 1:17 and listen until 3:20 for the colors applicable to this week's lesson. Pick a helper to point to something in the room that is the color that is being mentioned in the song. Each helper can point to two colors each to keep student movement to a minimum.
I Spy Version 1: the teacher leads the game (" I spy with my little eye something that is rojo") and the students try to guess what object the teacher is thinking of. Affirm students when they guess something that is the right color , even if it is not what you were thinking of. ("That's right! The chair is verde! But that's not what I'm thinking of...What else do you spy that is verde?")
I Spy Version 2 (assessment): have each student come to the front of the room and select two cards and say each color out loud in Spanish. They may then say "I spy with my little eye something that is ____" and have one student guess what they spy. If the guesser is incorrect the student may just tell what they were thinking of. Rubric: V= the student identifies both colors without prompting M= the student identifies the colors with one prompt from the teacher A= the student is unable to identify the colors even with prompting
Twin Sisters Spanish CD Track # 4
Modifications, Adaptations, & Accommodations:
Describe how the lesson should be adapted or differentiated for grade or skill level and/or special needs.
Flashcards: Practice pronunciation and identification of the color words OFTEN in the first few days of this unit until the entire class is able to say each color in unison, even if you mix the cards up out of order. Look around the room frequently to make sure that EVERY child is saying the words as you do the Color Chant. Until they are able to do this, it is probably not advisable to move on to the I Spy games and certainly they are not ready to be assessed.