Spanish Level 1- Face-to-Face Activities

📆 Spanish Level 1, Activity 05: Días de la Semana y las materias / Days of the Week and School Subjects (Face-to-Face)

Weekly planner page on an iPad
Photo by Jess Bailey
Description: Students will learn about the days of the week and school subjects in Spanish. First, they will be asked to place the days of the week in order (for both the United States and Spanish speaking countries’ calendars). Then, they will be asked to share what day of the week they do a certain activity. Students will then practice describing and guessing various school subjects and days of the week.
Semantic Topics: Days of the week, school, subjects, school subjects, schedule, calendar, horario, calendario, escuela, materias, días de la semana
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, school subjects
Practices: Recognizing how calendar structures vary in Hispanic cultures
Perspectives: How do people view the week differently in Hispanic cultures?

NCSSFL-ACTFL 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 State Content Standards:

  • 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

Materials Needed:

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Warm Up

Materials Needed For Warm Up:

  1. Begin by opening the Google Slideshow and introducing the Can-Do’s.
    Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements. 
  2. Each student will have a whiteboard. The PowerPoint has a slide with 1-7 and the days of the week listed in Spanish. Students will list the days of the week in order from 1 to 7 on their whiteboards according to the United States calendar. The lab instructor can choose a different student to tell them their answer for each number (do all 7 so that students can review the order of the week).
     Hoy vamos a practicar los días de la semana y también las materias de la universidad. Primero, en sus pizarras van a poner en orden del 1 al 7 los días de la semana en los Estados Unidos... ¿Me pueden decir qué día va en el número 1?
  3. On the next few slides, students will have to put the days of the week in order once again, but this time according to a calendar from a Spanish-speaking country.
    Ahora van a escribir en sus pizarras en orden del 1 al 7 los días de la semana para el calendario en un país hispanohablante. 
  4. Using the Google slideshow,  the instructor will ask students what days they do certain actions. If necessary, the lab instructor can write the days of the week on the board for students to reference.
    Ahora tengo diapositivas con diferentes acciones y actividades. Voy a preguntarles qué días hacen estas actividades. ¿Qué días vas a _ (clase) _? Por ejemplo, si tengo mi clase de español el lunes, el martes o el viernes,  voy a decir “Lunes” o “Martes” o “Viernes”. (Use yourself as an example before each slide if necessary) ¿Cuántas personas van a _ _ __ _ el lunes? ¿El martes? etc.
  5. We will also review a few of the academic subjects. On each slide, there are going to be two images. The instructor will describe one subject, and the students have to determine what subject the instructor is describing.
    Ahora vamos a repasar algunas materias. ¿Qué significa materias? (Ej: arte, matemáticas, etc). En cada página, hay dos materias. Yo voy a describir una materia y ustedes deben adivinar cuál estoy describiendo.

Main Activity

Materials Needed For Main Activity:

  1. Now we are going to review vocabulary associated with subjects and areas of study in university. For example Spanish, history, literature, etc. We are going to take selecting a card with a subject written on it. The person who chooses the card will put it on their forehead.
    Ahora vamos a practicar las materias (subjects) de la universidad. Una materia es un tipo de clase. Por ejemplo: el español, la historia, la literatura, etc. Vamos a tomar turnos y una persona va a tener una tarjeta con una materia. La persona va a sostener la tarjeta en su frente. (Gesture holding the card on your forehead).
  2. The person who has the headband on their forehead will use the questions from the slideshow to figure out what subject they have. For example, if I have the “Spanish” card, I am going to ask other people questions to figure out what subject I have.
    La persona que tiene la tarjeta en su frente va a usar las preguntas en la diapositiva para descubrir cuál materia tiene (use gestures to show). Ustedes van a tomar turnos respondiendo a las preguntas.
  3. Students will keep asking questions to guess the subject/class. Answers can only be yes or no.
    Solo pueden usar “sí” o “no” para responder.

Wrap Up

Ask students the following questions to finish the lab:

  1. ¿Cuál es tu materia/disciplina favorita? (Which is your favorite school subject?)
  2. ¿Cuál es una materia que no te gusta? ¿Por qué? (Which is a school subject that you don’t like? Why?)
  3. ¿Cuál es tu día de la semana más libre?  Which day(s) are you the most free?
  4. ¿Cuál es tu día de la semana más ocupado? Which day(s) are you the most busy?


• 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 activities!

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 understand the similarities and differences between a calendar in the United States and in Spanish-speaking countries

Cultural Notes:

How to Revise or Remix a Pathways Project Activity

Feeling creative?  The Pathways Project needs your help in revising and remixing activities for the K-16 language 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.
  • Suggest how to implement the activity in the classroom
  • 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 Copyright © 2022 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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