Corinne Tilley
March 31, 2015
Multicultural Lesson Plan
Primary Colors in Spanish, 1st grade
Purpose:
Students must know what primary colors are and which colors are primary. Primary colors are the
building blocks to most artistic endeavors and must be understood.
Fine Arts SOL 1.7 The student will identify and use the following in works of art:
1. Color—primary
The multicultural aspect of this lesson is knowing the primary colors in Spanish and knowing them well,
as well as a cursory understanding that the phrase “Me gusta primavera” means “I like spring” in
Spanish.
Objectives:
Students will be able to identify the three primary colors in an art piece of their creation.
Students will be able to name the primary colors in Spanish.
Given a visual aid of both phrases, students will be able to recognize that “Me gusta primavera” means
“I like spring” in Spanish.
Procedure
Introduction:
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Students already know their basic colors, they just don’t know which ones are primary and why.
Students will learn the names of the primary colors in Spanish to better understand and
communicate with their peers who speak primarily Spanish.
Development:
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Instructor will begin by reading Planting a Rainbow by Lois Ehlert, which also reviews rainbow
colors. (A, V)
Instructor will ask students if they already know primary colors and, if so, to name them.
Instructor will write the primary colors on the whiteboard in those colors. (V)
Instructor will explain that students that red, yellow, and blue are primary colors because you
cannot mix any two colors to create them, like how you can mix red and yellow to create
orange. (A)
Instructor will call on students to name the three primary colors in Spanish and have the class
say them aloud together two or three times. Instructor will rewrite the colors on the whiteboard
in Spanish in those colors. (A, V)
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Students will go to their seats as the leaders of the day pass out “Me Gusta Primavera (I like
spring)” worksheets to each student while the instructor passes out baggies filled with precut
color-coded Spanish words to each table. (K)
Instructor will ask students if they can read the title of the worksheet and figure out what it
means. (V)
Instructor will explain that “Me gusta primavera” means “I like spring” in Spanish and have
students repeat it back. (A)
On the front of the worksheet, students will write about their favorite things about Spring or
what they like to do in the Spring. On the back of the worksheet they will draw a picture of
Spring or something Spring-like, making sure to use all three primary colors in their drawing. (V,
K)
Students will then label their drawings with “rojo” “azul” and “amarillo” in the appropriate
spaces with the given words in their baggies using either glue sticks or tape. (V, K)
For strugglers: Help students with their glue sticks, go over the primary colors again in English, give
students suggestions on what to write about, help students with spelling.
For advanced: Have students write a story about spring rather than just their favorite things, help
students to be able to translate “I like spring” to “Me gusta primavera” in addition to the reverse and
work on pronunciation.
Summary:
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When students are done with their drawings, instructor will ask students to say as a class the
three primary colors in English and Spanish.
Instructor will ask students to say as a class “Me gusta primavera” and to tell what it means.
Materials:
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Whiteboard
Red, blue, and yellow dry erase markers
Me Gusta Primavera worksheet
Colored pencils/crayons/markers, especially red, blue, and yellow ones
Printed out and cut and colored color labels in Spanish
Ziploc baggies
Glue sticks or tape
Evaluation Part A:
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I expect students to be able to tell me the names of the three primary colors in both English and
Spanish when asked verbally.
Given that the labels are color coded, I expect students to be able to correctly label their
drawings with the “rojo” “azul” and “amarillo” labels.
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I will ask students, who are looking at both phrases, to tell me what “Me gusta primavera”
means in English. I do not expect students to be able to the translation in reverse nor do they
need to pronounce the phrase correctly.
Evaluation Part B:
Did the students meet your objectives?
How do you know?
Did your lesson accommodate/address the needs of all your learners?
What were the strengths of the lesson?
What were the weaknesses?
How would you change the lesson if you could teach it again?