Students identify colors and provide information about colors around

3
Students identify colors and provide information about colors around them.


Students comprehend the question, “¿De qué color es?”
Students answer the question and identify colors in Spanish.
(Track #)
¿De qué color es?
Es . . .
rojo
anaranjado
azul
amarillo
verde
negro
blanco
rosado
morado
café
What color is it?
It is . . .
red
orange
blue
yellow
green
black
white
pink
purple
brown
Cada vez que nos juntamos (1)
Buenos días (2)
Me llamo, me llamo (3)
Cabeza, hombros, piernas, pies (4)
Mi cuerpo (5)
Uno, dos, tres, cha cha cha (6)
Tortillitas (4)
De colores (8)
Salí de Paseo, by Sue Williams
Pinta ratones, by Ellen Stoll Walsh
Cómo nació el arco iris, by Alma Flor Ada
¿De qué color es?, by Stephanie Longfoot
Momentos hermosos en el reino animal: Los animales y sus colores, by Stephanie Maze
Papalotes, by Bettina Ling
Oso pardo, oso pardo, ¿qué ves ahí?, by Bill Martin, Jr. and Eric Carle
¿De qué color es el oso?
Magia con playdough
Papalotes
Copyright © Sonrisas Spanish
3
Summary: Thr ough the game, the stor y, and the ar t pr oject, students lear n to identify the color s in Spanish and engage in conversation about the colors they are wearing.
Supplies: Sever al sheets of constr uction paper of differ ent color s
First Day
1. Greeting and Roll Call (1.1, 1.2, 4.1)
2. Circle Time (1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 5.2)
 Warm up with songs, chants, and poems.
 Review: Play the Me llamo game from Lesson 1 and the Hola y adiós role-play from Lesson 2.
 Play El juego de los colores:
1. To begin, choose three different colors of construction paper and hide the sheets behind your back.
2. Tell students that you are going to hold up a color, and that anyone who is wearing that color on
his/her clothes will stand up. (Keep your Spanish simple and use gestures to explain.)
3. Then pick one color, hold it up, and ask, “¿Quién lleva rojo?”
4. As students look for rojo on their clothes, point to their clothes and say, “Tú llevas rojo aquí;
Levántate.” (As you say this, make a gesture for students to stand up.)
5. Once students are standing, ask each one, “¿Dónde está el color rojo?”
6. They may respond with “¡Aquí!” or they may point to their clothing and say, “¡Rojo!” Reinforce
their responses by saying, “Muy bien” or “No, no llevas rojo. Siéntate.” (Gesture for them to sit.)
7. Once everyone standing has responded, hold up the paper and say, “¡Rojo!” and have students
repeat.
8. Tell the standing students to “Siéntense.” (Gesture for them to sit.)
9. Repeat with the other colors.
3. Story Time (1.2, 3.1)
4. Art Time (1.1, 1.2, 3.1)
5. Good-bye (1.1)
Second Day
1. Greeting and Roll Call (1.1, 1.2, 4.1)
2. Circle Time (1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 5.2)
 Warm up with songs, chants, and poems.
 Review: Play the Me llamo game from Lesson 1 and the Hola y adiós role-play from Lesson 2.
 Repeat El juego de los colores from the first day.
3. Story Time (1.2, 3.1)
4. Art Time (1.1, 1.2, 3.1)
5. Good-bye (1.1)
El juego de los colores offers many opportunities to extend language skills. As students become more
advanced speakers, you can have them respond with phrases such as “Tengo rojo,” or “Llevo rojo aquí.”
The students who are not wearing red can say, “No tengo/llevo rojo.”
Copyright © Sonrisas Spanish
Students glue bits of paper on a bear and label it with the answer to the question, “¿De qué color es el oso?”
Precut bits of paper, all different colors
¿De qué color es el oso? photocopy, one for each student (see Reproducibles, page 253)
Glue
First Day
1. Model a finished ¿De qué color es el oso? project. Point to the different colors, say the colors in Spanish,
and have students repeat.
2. Model how to glue the bits of paper on the oso. As you model, say the names of the colors you are gluing
in Spanish.
3. Have students glue the bits of paper on their bear.
Second Day
1. Pass out students’ osos. Allow more time for gluing if needed.
2. Walk around to each student, point to a bit of paper on the oso and ask, “¿De qué color es?” If
students can’t remember the vocabulary, say it for them and have them repeat it.
3. Help students write the name of the color they say next to that bit of paper on their oso.
4. Repeat with several colors.
You can take two days to finish the gluing of the bits of paper. You can still do the writing part of the project on
the second day as students are finishing gluing. For younger students, you may have to write the names of the
colors for them.
Copyright © Sonrisas Spanish
Students combine two differently colored clumps of playdough to form a larger clump of a new color in order to
explore the names of the colors in Spanish.
Recipe for premade red, blue, and yellow playdough:
 Combine one cup flour, one cup salt, one cup blue water (dyed with food coloring), and one tablespoon
cream of tartar in pot.
 Place pot over low heat until dough forms a ball.
 Remove from pan; knead on cutting board until smooth and pliable.
 Repeat process with yellow- and red-dyed water.
First Day
1. Show students three clumps of playdough and ask, “¿De qué color es?” Have students respond with the
correct color. If they can’t remember, say it for them and have them repeat it.
2. Demonstrate how to make a pelota by taking off a small piece of one clump and forming a ball.
3. Let each student pinch off a piece of the color of their choice and form a ball. As they do this ask them,
“¿De qué color es?”
4. Have them repeat this process with another color.
5. Let students play independently with their playdough pelotas. As they do, go around and ask them,
“¿De qué color es?”
Second Day
1. Tell students you are going to perform a magic trick by kneading two playdough balls together to form a
new ball of an entirely different color. Demonstrate.
2. Have students try it with their own playdough balls. As they do this ask them, “¿Ahora de qué color es?”
3. Allow students to experiment with other combinations.
There are many different recipes for playdough We’ve offered the one above because it is a malleable,
long-lasting dough that won’t dry up too quickly. Use a lot of food coloring to make vivid colors. If you don’t
have time to make your own dough, store-bought Play-doh® works well for this project because the colors are
so bright.
Copyright © Sonrisas Spanish
Students color or paint a papalote and answer the question, “¿De qué color es?”
Papalotes photocopy, two for each student (see Reproducibles, page 255)
Colored yarn (precut the yarn into strips that can be used for tails of the kites)
Paint or crayons
Stapler
Scissors
First Day
1. Have students paint or color their kites. As they do this ask them, “¿De qué color es el papalote?” Write
the name of the color on each kite.
2. Have students cut out their kites from the photocopy.
3. Have students choose a tail for their kite using the colors vocabulary. Ask them, “¿De qué color es?”
4. Staple the tail onto the kite.
5. Let students play with kites. As they do, go around and ask them, “¿De qué color es el papalote?”
Second Day
1. Repeat the process from the first day with a different colored kite.
A variation on this art project is to do the ¿De qué color es el oso? project using kites instead of osos.
Copyright © Sonrisas Spanish
Date _________________________
3
Student _________________________
Students identify colors and provide information about colors around them.


Students comprehend the question, “¿De qué color es?”
Students answer the question and identify colors in Spanish.
(Track #)
¿De qué color es?
Es . . .
rojo
anaranjado
azul
amarillo
verde
negro
blanco
rosado
morado
café
What color is it?
It is . . .
red
orange
blue
yellow
green
black
white
pink
purple
brown
Cada vez que nos juntamos (1)
Buenos días (2)
Me llamo, me llamo (3)
Cabeza, hombros, piernas, pies (4)
Mi cuerpo (5)
Uno, dos, tres, cha cha cha (6)
Tortillitas (4)
De colores (8)
Salí de Paseo, by Sue Williams
Pinta ratones, by Ellen Stoll Walsh
Cómo nació el arco iris, by Alma Flor Ada
¿De qué color es?, by Stephanie Longfoot
Momentos hermosos en el reino animal: Los animales y sus colores, by Stephanie Maze
Papalotes, by Bettina Ling
Oso pardo, oso pardo, ¿qué ves ahí?, by Bill Martin, Jr, and Eric Carle
Ask your child to use Spanish to say the color of various objects in your home or car.
Copyright © Sonrisas Spanish
35
Students understand the relationship between the products, practices, and the perspectives of
Mexican culture by celebrating el Cinco de Mayo.




Students hear the story of the Battle of Puebla.
Students understand the significance of the Battle of Puebla.
Students learn about typical ways Mexicans celebrate el Cinco de Mayo, such as doing
a piñata, listening to mariachi music, and eating Mexican food.
Students comprehend and use the phrase, "¡V iva México!"
(Track #)
el Cinco de Mayo
¡Viva México!
¿De qué color es?
Es ____.
la bandera
el mariachi
la piñata
The Fifth of May
Long live Mexico!
What color is it?
It is ____.
flag
mariachi
piñata
Cada vez que nos juntamos (1)
Buenos días (2)
Uno, dos, tres, cha cha cha (6)
Había un chorrito (11)
Moscas en la leche (16)
Qué chunga (20)
Me volteo (23)
Aplaudimos (3)
Tortillitas (4)
El huevo (6)
De colores (8)
Al olivo subí (12)
La granja (14)
Toma maté (15)
Celebra el Cinco de Mayo con un jarabe tapatío, by F. Isabel Campoy and Alma Flor Ada
¡Piñata!, by Rebecca Emberley
Mexico, by Elaine Landaue (English)
¡Viva México!: The Story of Benito Juárez and Cinco de Mayo, by Argentina Palacio
Cinco de Mayo, by Janet Riehecky
Mexican Independence Day and Cinco de Mayo, by Dianne M. MacMillan
La Batalla de Puebla, (see Appendix 3, page 337)
La bandera de México
La piñata
Copyright © Sonrisas Spanish
35
Summary: Students celebrate el Cinco de Mayo and learn about the origins of the holiday.
Supplies: A globe or wor ld map, flags of the United States and Mexico
First Day
1. Greeting and Roll Call (1.1, 1.2, 4.1)
2. Circle Time (1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.2)
 Start with calendar activities.
 Warm up with songs, chants, and poems.
 Review with games and activities from previous lessons.
 Do the el Cinco de Mayo activity:
1. Using a globe or world map, ask students if they can locate the United States. Then ask them
to locate Mexico. Talk about how the two countries share a border and are neighbors.
2. Show students the flag of the United States. Tell them, “Esta es la bandera de los Estados
Unidos.” Have students repeat, “La bandera de los Estados Unidos.”
3. Ask students, “¿De qué color es la bandera de los Estados Unidos?” Have students answer
appropriately.
4. Show students the flag of Mexcio. Tell them, “Esta es la bandera de México.” Have students
repeat, “La bandera de México.”
5. Ask students, “¿De qué color es la bandera de México?” Have students answer appropriately.
6. Tell students you are going to be celebrating el Cinco de Mayo in class. Have a discussion with
students about the origins and significance of el Cinco de Mayo.
7. Tell students the story of La Batalla de Puebla (see Appendix 3, page 337).
3. Story Time (1.2, 2.1, 2.2, 3.1, 3.2, 4.2)
4. Art Time (1.2, 2.1, 2.2, 3.1)
5. Good-bye (1.1)
Second Day
1. Greeting and Roll Call (1.1, 1.2, 4.1)
2. Circle Time (1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.2)
 Start with calendar activities.
 Warm up with songs, chants, and poems.
 Review with games and activities from previous lessons.
 If you wish, you can have an el Cinco de Mayo celebration in your class:
1. Bring in various items that celebrate Mexican heritage and culture, such as Mexican artwork,
Mexican music, sombreros, clothing, a piñata (you can use one from the art project,) and
Mexican food.
2. Have a discussion about how lucky we are to have all these wonderful influences from Mexico.
3. If you have the opportunity to visit a Mexican bakery, you can bring in some traditional baked
goods to share with your students.
4. Listen to mariachi music.
5. Do a piñata.
3. Story Time (1.2, 2.1, 2.2, 3.1, 3.2, 4.2)
4. Art Time (1.2, 2.1, 2.2, 3.1)
5. Good-bye (1.1)
During the activity you can also compare the other attributes of the flags: “¿Cuántas estrellas tiene la
bandera de los Estado Unidos?,” “¿La bandera de México tiene estrellas?,” “La bandera de los Estados
Unidos tiene rayas. ¿La bandera de México tiene rayas?,” “Qué tiene la bandera de México?,” and “Qué
tiene la águila en la boca?”
Copyright © Sonrisas Spanish
Students make a Mexican flag.
La bandera de México photocopy, one for each student (see Reproducibles, page 307)
Green and red crayons or paint
Popsicle sticks
Tape
First Day
1. Show students a Mexican flag you’ve made ahead of time. Review the colors of the flag by asking,
“¿De qué color es?” Have students respond appropriately.
2. Have students color or paint their own flags.
3. As students are working, go around and point to their flag and ask, “¿De qué color es?” Have students
respond appropriately. Also, encourage them to say, “¡Viva México!”
Second Day
1. Review the colors of the flag by asking, “¿De qué color es?” Have students respond appropriately.
2. Pass out popsicle sticks and have students tape their flag to a stick.
3. If you have a Cinco de Mayo celebration, students can use their flags in the celebration to proclaim,
“¡Viva México!”
This project can be completed in one day.
Copyright © Sonrisas Spanish
Students make a piñata to use in a Cinco de Mayo celebration.
Medium-sized balloons
Wallpaper paste
Newspaper cut into small strips
Tempera paint and paintbrushes
Hard candy (individually wrapped)
Masking tape
First Day
1. Give each student a balloon to blow up.
2. Have students dip strips of newspaper into the wallpaper paste and stick them to the balloon.
3. Repeat this process until the balloon is completely covered in at least three layers of the newspaper.
4. Allow time to dry (at least overnight).
Second Day
1. Cut a small hole in the tied end of the balloon just large enough to fill with small pieces of candy.
2. Have students fill the piñata with candy and use masking tape to seal the hole.
3. Secure a string to the piñata for hanging.
4. Have students decorate the piñata by painting with tempera paint.
Be prepared—this is a messy project. It is also very time-consuming. For large groups or with limited time, you
might consider making one piñata for the entire class. For younger students, you can make one piñata ahead of
time and then have them help decorate it.
Copyright © Sonrisas Spanish
Date _________________________
35
Student _________________________
Students understand the relationship between the products, practices, and the perspectives of
Mexican culture by celebrating el Cinco de Mayo.




Students hear the story of the Battle of Puebla.
Students understand the significance of the Battle of Puebla.
Students learn about typical ways Mexicans celebrate el Cinco de Mayo, such as doing
a piñata, listening to mariachi music, and eating Mexican food.
Students comprehend and use the phrase, "¡V iva México!"
(Track #)
el Cinco de Mayo
¡Viva México!
¿De qué color es?
Es ____.
la bandera
el mariachi
la piñata
The Fifth of May
Long live Mexico!
What color is it?
It is ____.
flag
mariachi
piñata
Cada vez que nos juntamos (1)
Buenos días (2)
Uno, dos, tres, cha cha cha (6)
Había un chorrito (11)
Moscas en la leche (16)
Qué chunga (20)
Me volteo (23)
Aplaudimos (3)
Tortillitas (4)
El huevo (6)
De colores (8)
Al olivo subí (12)
La granja (14)
Toma maté (15)
Celebra el Cinco de Mayo con un jarabe tapatío, by F. Isabel Campoy and Alma Flor Ada
¡Piñata!, by Rebecca Emberley
Mexico, by Elaine Landaue (English)
¡Viva México!: The Story of Benito Juárez and Cinco de Mayo, by Argentina Palacio
Cinco de Mayo, by Janet Riehecky
Have your child tell you the story of the origin of el Cinco de Mayo.
Copyright © Sonrisas Spanish