Spanish Level 1, Activity 05: Días de la Semana / Day of the Week (Online)

A calendar
Photo by Olya Kobruseva via Pexels
Description: Students will talk about their daily routines and different school subjects. They will also compare the US calendar and the calendar used by Spanish-Speaking countries.
Semantic Topics: Spanish, novice, routines, school subjects, Spanish culture, rutina diaria, materias, cultura
Grammatical Structures: Present tense, irregular yo forms, questions in Spanish, circumlocution, verbos en el presente, verbos irregulares en la forma de yo, preguntas en español, circunloquio
Products: Calendars in Hispanic countries
Practices: The week begins on Monday (not Sunday like in the U.S.)
Perspectives: How do people view the week differently in Hispanic cultures?

World-Readiness Standards:

  • Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics.
  • Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.

Idaho Content Standards for World Languages:

  • COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

NCSSFL-ACTFL Can-Do Statements:

  • I can talk about my weekly routine
  • I can talk about what I learn and do
  • I can talk about school subjects
  • I can compare and contrast differences between a calendar in the United States and in Spanish-speaking countries (Intercultural)

Materials Needed:

Warm Up

Materials Needed for the Warm Up

  1. Open the Google slideshow and go over the Can-Do Statements.
    Aquí están los “can do statements.” Son para guiar nuestro lab. 
  2. (Use the present mode in Google Slides!)
    Ask students to write in the chat the correct order of the days of the week in the US.
    Hoy vamos a practicar los días de la semana. Escriban en el chat los días en orden como es en el calendario americano. 
  3. Ask students to write in the chat the correct order of the days of the week in some Spanish-speaking countries.
    Escriban en el chat los días en orden como es en el calendario en países hispanohablantes. 
  4. On the slide show, show the comparison between the calendars
    En los Estados Unidos, la semana empieza con domingo, pero en países hispanohablantes, la semana empieza con lunes.
  5. Starting on Slide 8, practice going over with the students how to communicate which days students do which activities. For each question, ask a student what they do on that day. Give students an example.
    Para la siguiente actividad, vamos a hablar sobre el horario semanal.– Por ejemplo, “¿Qué días estudias?” Yo estudio los lunes, martes, y jueves”

Main Activity

Materials Needed for the Main Activity

  1. The next section will be a review of academic subjects. There are two images, each representing a different academic subject, on each slide. The facilitator will choose one of the two subjects to describe, and the students will try to determine which of the two subjects the instructor is describing.
    Voy a describir un tema académico. Necesitan adivinar cuál tema estoy describiendo.
  2. In the notes of each slide, there’s a brief description of one of the images for you to read if you need an idea (Make sure you select presenter view, so the students can’t see the notes.)

Wrap up

  1. Ask the following wrap-up questions:
  •  ¿Cuál es tu materia/disciplina/tema favorita? (What is your favorite school subject?)
  • ¿Cuál es una materia que a tí no te gusta? ¿Por qué? (What is a school subject that you don’t like? Why?)
  • ¿Cuál o cuáles día(s) tienes muchas actividades? (What day(s) do you have lots of activities?) 

 

End of Lab

  • Read Can-Do statements once more and have students evaluate their confidence.
    • (Use thumbs up/thumbs down or download our student cards.)
  • Encourage students to be honest in their self-evaluation.
  • Pay attention, and try to use feedback for future labs!

Can-Do Statements:

  • I can talk about my weekly routine
  • I can talk about what I learn and do
  • I can talk about school subjects
  • I can compare and contrast differences between a calendar in the United States and in Spanish-speaking countries (Intercultural)

 

Cultural Notes:

How to Remix a Pathways Project Activity

Feeling creative?  The Pathways Project needs your help in remixing activities for the K-12 classroom.

Try taking an activity to the next level by:

  • Add new content (something you’ve created or another OER source)
  • Contribute additional activity suggestions
  • Integrate authentic materials such as videos, infographics, photos, etc.
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  • Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)

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Let's Chat! Spanish by Amber Hoye; Kelly Arispe; Abby Cain; Alejandra Garcia; Alejandro Montoya; Alexis Araiza; Anna Gamino; Ashley Johnson; Ashley Potzernitz; Ashlyn Nutting; Austin Robishaw; Blake Simony; Brooke Staszkow; Camille Daw; Carla Lara; Cecilia Morales; Chloe Robinson; Claire Werlin; Daniel Felix; Danielle Snyder; Elian Tovar; Emily Hawley; Gabby Bates; German Tovar; Iris Torres; Ismenia Gallegos; Jaelyn Quisel; Jenna Del Toro; Jordyn Preble; Jorge Corea; Julia Dryer; Kailyn Phillips; Kimberly Murphy; Leah Alboucq; Lillian Cobb; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Reynaldo Nunez; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; Thaïs Lacar; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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