Beacon Lesson Plan Library

De Colores

Maria Gyory
Miami-Dade County Schools


Students will be able to understand how some Spanish color words change their endings and how other color words remain the same, according to the nouns that they modify.


The student restates and rephrases simple information from materials presented orally, visually, and graphically in class.


- Flashcards with different pictures
- Spanish Folkloric song: "De Colores". See Weblink to hear the song and print the lyrics.
- Chart paper or poster board
- Board
- Markers( better if they are of different colors)
- Lyrics of song (optional)
- Big white paper, one for each group
- Colors or markers for the children


1. Have song available in tape, CD, or at the computer.
2. Collect colorful flashcards of different objects.
3. Have poster board, paper for mural, and markers available.
4.Print song lyrics in Spanish and/or English.(See Weblink.)


1.Introduce the lesson by playing the Spanish song "De Colores." This song is very popular and easy to find. Students can also listen to the song at the Weblink that is provided with this lesson.

2. Ask students to tell you what the song is about and if they hear any colors being mentioned in the song. Write down those colors on the board.

3. Hand out lyrics of the song. (See Weblink.) Discuss the meaning of the song. If your students have difficulty, you can also print the lyrics in English.

4.Explain to students that at the end of the class they will work with other students in a group to create a mural. Each student will need to describe their art projects in Spanish, so today they will learn about colors. Explain to the students that they will be evaluated based on how well they can use colors to describe their mural.

5. Go back to the colors that you wrote on the board. Some of the colors that are mentioned in the song are blanco,negro, rojo, azul, and castaño. Write on the board the following sentences:
La casa es blanca- El carro es blanco
La camisa es negra- El pelo es negro
La mesa es azul- El crayón es azul
Write other examples and ask students to look at the endings of the color words. Why do some color words change the ending from an "o" to an "a" ? Why do others, such as "azul," not change?

6. Help children come to the conclusion that in Spanish, there are two types of color words. Those that change their endings, and those that don't. Encourage students to conclude that the color words that change will change according to the nouns they modify. If they modify a feminine noun, the color word will change the ending to an "a." If they modigy a masculine noun, the color word will then change the ending to an "o."
Color words, such as azul, verde, and gris,do not change their endings, no matter what type of noun they modify.

7.Take the poster board and ask students to help you classify the colors according to the two categories that were discussed. You can write the color words with the corresponding color marker.

8.Show flashcards that have colorful pictures, and ask students to describe what they see. They will need to say the object and the color.

9. Divide the students in groups and hand out a big paper for each group. Explain to the students that each group will need to decide on a theme for their murals. Each student will draw and color their pictures.

10. Let the children work for fifteen minutes, and then ask them to come to the front and describe their murals to the class. They will need to describe their objects and its color in Spanish. Teacher will assess the activity at this time.


Observe students as they are describing the objects and using colors. Formatively assess their understanding of how colors change their endings according to the nouns they modify, or how they don't change at all, when they give examples and help you create a classification poster of the colors. Assess their understanding at the end of the class, by listening to how well they describe their pictures.
During this assessment, use a rubric to assess each child's knowledge of the standard taught. Ratings are as follows:
Student is able to give examples or say sentences where heor she has correctly used a color word that modifies a feminine noun, a color word that modifies a masculine noun, and a color word that does not change its ending when used with either a masculine or feminine noun.
Acceptable :
Student can give examples or say sentences correctly the mayority of the time, although he encounters some difficulties and seems confused at times.
Not Acceptable:
Student is confused and has not mastered the targeted goal. Additional practice will be given to this student.


Students can create additional flashcards with an object and its color description. Students can go to other grades and read their cards to younger students.

Web Links

Web supplement for De Colores
Spanish song "De Colores"

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