Subject: Spanish
1. TEKS
Communication/Vocabular
y in Spanish
Objective
Learn Colors and Clothing Vocabulary
3. Assessment Evidence
Quiz and Peer Evaluations
4. Opening Hook
Translate Colors and Clothing from English into Spanish with a pictures and objects for
practice. How many colors and different types of clothing so you see in the classroom?
5. Instructional Strategies
Teacher Input/Modeling
Provide pictures and discuss the colors in each piece of clothing.
Guided Practice/monitoring
Fill in the blanks: complete text with provided words.
Check for Understanding
Ask Students about their classmates clothing and colors.
Independent Practice
Translate sentences into Spanish (teams of two)
6. Materials/Resources
Color Picture Cards, Chalk Board, Color Balls, Power Point Presentation Colors and
Clothing
7. Grouping Patterns
Teams of two for independent practice.
8. Ending, Summary/Reflection
Show students an actual Picture of the Clothing material and Color.
http://spanishwithmissh.weebly.com/powerpoint-presentations-spanish-i.html
9. Technology
Computer and overhead
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)
Qu ves? (students)
Veo una persona. (teacher)
Cmo 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 nia. Lleva pantalones
azules y un suter 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.