• Ask the students to point to (Señalen la camisa blanca.), touch (Toca los calcetines verdes.), bring (Traiga los pantalones azules.), and take from or put clothing on the clothesline (Pon los calcetines rojos en el tendedero. Quita el vestido anaranjado del tendedero.).
• Ask who has different pieces of clothing (¿Quién tiene la camisa amarilla?). Ask yes or no questions (sí o no) about colors. (¿Es verde?) Ask either/or questions about colors (¿Es rojo o anaranjado?). Ask open-ended questions such as "How many socks are there?" "How many shirts are there?" or "How many pants are there?" (¿Cuántos calcetines hay?, ¿Cuántas playeras hay?, ¿Cuántos pantalones hay?)
• Explain that people in many Spanish- speaking countries hang clothing outside to dry on a clothesline. Compare this custom with the more frequent use of the dryer in the USA. Discuss (in English if necessary) why these different customs might have evolved. If possible, show photos of the clothing hanging on lines in Spanish-speaking countries.
• Give pairs of students a map of the USA with cities and states listed and have them find and circle any names that are, or include, color words in Spanish, such as, Amarillo, Texas, Mesa Verde in the four corners of the Southwest, and Colorado meaning blushing or colored red. Practice some sentence patterns with the students so that they try to stay in Spanish during the activity. (Verde es una palabra de un color. ¿Es Colorado un color?Hay una ciudad en Tejas que es un color, Amarillo. Dibuja un círculo alrededor de Colorado.) Discuss (in English if necessary) why there are words in Spanish for cities in the USA.

Assessment:
Observe the students. Can they respond to questions about the colors of clothing? Do they know their numbers out of sequence or must they count on their fingers? Do they understand the possible cultural implications of the clothesline?

Objectives: TLW understand and respond to questions about colors of clothing. TLW understand the cultural implications of the clothesline.

Language in Use: el tendedero , señalen, toca, traiga, pon, quita, ¿Quién tiene?, sí, no, ¿Cuántos calcetines hay?, dos pantalones azules, una camisa blanca, Verde es una palabra de un color. ¿Es Colorado un color? Hay una ciudad en Tejas que es un color, Amarillo. Dibuja un círculo alrededor de Colorado

Materials: Piece of rope or string for clothesline, 5 or more, clothespins, pair of red socks, pair of green socks, pair of blue pants, a yellow shirt, a white shirt, and other clothing if desired, USA maps for pairs of students.

Standards:
Communication 1.1:  Students provide and obtain information, about the colors of the clothing and engage in conversations about the color names on the map.
Communication 1.2:  Students understand and interpret spoken language when they follow the directions used in TPR.
Comparisons 4.1:  Students demonstrate understanding of the nature of language through comparisons of the Spanish and English by showing how many of the color words in Spanish are the names of cities and states in the USA.
Comparisons 4.2:  Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own by showing the different drying techniques used for clothing in the USA and Spanish-speaking countries.