Spanish Level 2- Activities Designed for Online Instruction
🛁 Spanish Level 2, Activity 04: La Rutina Diaria / Daily Routine (Online)
Description: In this activity, students will ask their partner questions to create an appropriate schedule of activities. Students will describe their daily activities and routines. They will also practice describing time and days of the week.
Semantic Topics: daily routine, shower, bedtime, schedule, plan, weekend, rutina diaria, ducharse, dormir, horario, planear, el fin semana
Grammatical Structures: Reflexive verbs, preterite of ser and ir, los verbos reflexivos, el pretérito de ser y ir
Products: Daily routine
Practices: Describing one’s daily routines
Relevant 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.
Relevant Idaho State World Language 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.
- COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can compare and contrast my daily routine with friends.
- I can interact with a partner to create a daily routine and itinerary for an outing.
- In my own and other cultures, I can interpret simple schedules and consider how people think about time (intercultural).
Materials Needed
- Google Slide Show
- Student Slide Show
- Celebrity Choices
Would you like to make changes to the materials? Access the template(s) below:
- Celebrity Choices (Canva Template, free account required)
Need help with customizing the templates? View this video for help.
Warm Up
- Begin by introducing the Can-Dos for today’s activity, found on the Google Slideshow.
Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements. - Following the warm-up slide on the Google Slideshow, there are pictures of things people do as part of their daily routine. Have students tell you the word in Spanish for each activity. By clicking the mouse one more time, the word will be uncovered for the lab to see.
Voy a poner una foto en la pantalla y ustedes necesitan decirme la palabra en español.
Main Activity
- Use the breakout rooms and place the students in groups of two; designate one person as a famous person and the other person as their personal assistant. Students can choose a celebrity from the slideshow or choose their own.
Vamos trabajar en grupos de dos. Una persona va a ser celebridad, y la otra persona va a ser asistente personal. Puedes ser una persona de la diapositiva, o si quieren ser otra persona famosa, pueden escoger su artista favorito o ser ustedes mismos! - The personal assistants need to ask the celebrities questions to find out more about their daily routine and preferences. The “Preguntas para Considerar” are in the slideshow, for students to reference during the main activity. Personal assistants can record the celebrities’ responses on an online document or scratch paper (remind them to write keywords only). If helpful, have them share their screen when they are in breakout rooms.
Los asistentes tienen que hacer preguntas a las celebridades para entender sus preferencias y rutinas diarias. Las celebridades tienen que responder a las preguntas de los asistentes. Pueden tomar apuntes en un documento y compartir la pantalla. - Using the Itinerary Sheet from the PowerPoint and the information gathered, the assistant and the celebrity will create an itinerary for a one-day visit to the personal assistant’s favorite town. The itinerary should include both the getting ready part and then what they will actually do for the day.
Los asistentes y las celebridades necesitan trabajar juntos para crear un itinerario para la celebridad. El itinerario toma lugar en la ciudad favorita del asistente y necesita incluir la rutina diaria de la celebridad y algunas actividades divertidas. - After students have finished making their itineraries, have them go back to the main session and share a few things about their itinerary.
Cada grupo necesita compartir los planes de su itinerario… - If there’s time, have students switch roles and repeat the activity.
Vamos a cambiar roles y hacer el mismo proceso. Ahora ustedes son las celebridades y ustedes son los asistentes personales.
Wrap Up
- Ask students some of the following questions to finish the lab:
- ¿Qué es algo que nunca debes olvidar hacer en tu rutina diaria?
- ¿Cuál es tu parte favorita del día?
- ¿Tienes una rutina diaria especial?
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 compare and contrast my daily routine with friends.
- I can interact with a partner to create a daily routine and itinerary for an outing.
- In my own and other cultures I can interpret simple schedules and consider how people think about time (intercultural).
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)
