Classroom Objects and Colors: El o La, Rojo o Roja?

SubstitutePlans.com
World Languages · Spanish 1
SP-SPAN-004 · Free to print and use in your classroom · substituteplans.com
Page 2
Classroom Objects and Colors: El o La, Rojo o
Roja?
World Languages · Spanish 1 · Grades 8-9 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). Optional: have colored pencils available.
Technology
None.
Student
independence
High. Students work alone using the reference tables.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Colored pencils (optional)
Goal for today: Students will use el, la, un and una with common classroom nouns and make basic color adjectives
agree in gender and number.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Write on the board: “el / un = masculine (m) | la / una = feminine (f) | Colors go AFTER the noun and change
to match it.”
☐ Keep the answer key on your desk. Every answer has an English translation.
Say this to start
Good morning! Today in Spanish we are working on classroom objects and colors. In Spanish every noun is masculine
or feminine, and colors change to match the noun. The tables on page 1 give you the vocabulary. Take a few minutes
to study them, then complete each part. This is practice, so mistakes are okay.

SubstitutePlans.com
World Languages · Spanish 1
SP-SPAN-004 · Free to print and use in your classroom · substituteplans.com
Page 3
Run of show
Minutes
What you do
What students do
0–5
Take attendance the way the school requires. Hand out the
worksheet. Read the board note aloud: el and un are
masculine, la and una are feminine.
Settle in and look over the board note.
5–12
Tell students to study the two vocabulary tables for a few
minutes, then complete the sorting table in Part A. Check
that every student has five words in each column.
Study the vocabulary, then sort the ten
nouns.
12–22
Tell students to complete Part B (questions 1–6): choose el,
la, un or una.
Fill in the missing articles.
22–32
Tell students to complete Part C (questions 7–12): write the
correct form of each color.
Make each color agree with its noun.
32–42
Tell students to do Part D (questions 13–16) translating
from English, then the error table in Part E.
Translate four phrases, then mark each
sentence correct or fix it.
42–50
Read the answers from the key. Students check their work.
Collect all worksheets.
Check answers and hand in the worksheet.
If things go wrong
• If students ask what rule decides masculine or feminine, tell them most nouns ending in -o are masculine and
most ending in -a are feminine, but some (like lápiz and reloj) are masculine anyway. They must memorize
those.
• If students ask how to pronounce a word, say you do not speak Spanish and encourage them to ask a
classmate.
• If students seem stuck on color agreement, tell them rojo, negro, blanco and amarillo have four forms (-o, -a,
-os, -as). Azul and verde have only singular and plural forms.
• If a student finishes early, check the accent on lápiz and the plural lápices and use the early finisher list.
Early finishers
• Write three Spanish sentences about objects you can see in the room, using the pattern: Hay un/una ___ ___.
• Draw one object from the vocabulary table and label it with its article and color in Spanish.
• Make plural forms of five nouns, using los or las.
Support and challenge
• Support: Let students complete the sorting table and questions 1–4, 7–10, and 13–14 only.
• Challenge: Write six sentences describing objects in the room with their colors, using the pattern: El/La ___ es
___.

SubstitutePlans.com
World Languages · Spanish 1
SP-SPAN-004 · Free to print and use in your classroom · substituteplans.com
Page 4
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: