Spanish Level 2, Activity 04: La rutina diaria / Daily Routine (Face-to-Face)

A man tying his shoes next to his bed
Photo by Andrew Neel via Pexels
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. Students will learn how to describe time, activities, and days of the week. They will also learn how to ask questions regarding time and activities.
Semantic Topics: Daily routine, shower, bedtime, schedule, plan, weekend, rutina diaria, ducharse, dormir, horario, el fin de 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

 

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.
  • 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.

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: 

Would you like to make changes to the materials? Access the template(s) below:

 Warm-Up

  1. Begin by introducing the Can-Dos for today’s activity, found on the Google Slideshow.
    Hoy, vamos a hablar sobre las rutinas diarias. Primero, los Can-Do Statements.
  2. 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

  1. Split your group into 2 groups; the celebrities and the personal assistants. Using the name tags on the Slideshow, assign each “celebrity” a famous person on the board.
    Vamos a separarnos en dos grupos. Un grupo va a ser celebridades, y el otro grupo va a ser asistentes personales. Para la actividad, *estudiante* eres Penelope Cruz,*estudiante* eres Luis Fonsi etc. 
  2. 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, leave them up for students to reference during the main activity. Personal assistants need to record the celebrities’ responses on a personal whiteboard using a Vis-A-Vis marker.
    Los asistentes tienen que hacer preguntas a las celebridades para entender sus preferencias y rutinas diarias. Las celebridades tienen que responder. Hay preguntas que pueden usar en la pantalla. Los asistentes personales necesitan escribir las respuestas de la celebridad.
  3. Pass out the Itinerary Sheets (one per group of 2 students). Using the information they 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 tienen que hacer preguntas a las celebridades para entender sus preferencias y rutinas diarias. Las celebridades tienen que responder. Hay preguntas que pueden usar en la pantalla. Los asistentes personales necesitan escribir las respuestas de la celebridad.
  4. After students have finished making their itineraries, have them share a few things about their itinerary. (You can use the provided questions or make up your own.)
    ¿Pueden compartir dos planes?” “¿Qué dos actividades van a hacer en la ciudad?”
  5. If, there’s time, have them switch roles and repeat.
    Vamos a cambiar roles y hacer el mismo proceso. Ahora ustedes son las celebridades y ustedes son los asistentes personales.

Wrap-Up

  1. 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!

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).

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.
  • 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)

We want to make it easy to share back with the larger Pathways Project Community! Simply, click this link to remix this activity. Please consider sharing your remixed activity with us by emailing the activity link to Pathwaysproject@boisestate.edu so that Pathways continues to grow!

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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; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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