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

Created Feb. 7, 2024 by Amber Hoye, Madi Goertzen, Gabby Bates, Abby Cain, Claire Werlin, Alejandra Garcia, Sue Juarez, Mardy Morales, Borja Aguilera, Camille Daw, Mimi Fahnstrom

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

Looking for the English Version of this activity to adapt for your language? CLICK HERE

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The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
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  • Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

La Rutina Diaria/ The Daily Routine- Spanish, Novice High

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. 

Proficiency Level:

 Novice High

Keywords:

Daily Routine, Shower, Bedtime, Schedule, Plan, Weekend

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.
  • CONN 2.3 - Compare and contrast cultural similarities and differences in authentic materials.

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:

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

- Itinerary Sheets (Canva Template, free account required)

Warm-up

1. Begin by introducing the Can-Dos for today’s activity, found on the Google Slideshow. 

2. Following the warm up slide on the Google Slideshow, there are pictures of things people do as part of their daily routine. By clicking the mouse one more time the word will be uncovered for the lab to see.

“Ahora, vamos a jugar un juego. Voy a poner una foto en la pantalla y ustedes necesitan decirme la palabra en español." 
"Now, we are going to play a game. I am going to put a picture on the screen and you will all need to tell me what the word for that picture is in Spanish."

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, Karen eres Penelope Cruz, Andrew eres Luis Fonsi etc. ustedes pueden ser una celebridad como Luis Fonsi o Penelope Cruz o ¡si quieren ser otra persona famosa pueden escoger su artista favorita o ser ustedes mismos!"

"We are going to split into two groups. One group will be celebrities and the other group will be personal assistants. For this activity, Karen you are Penelope Cruz, Andrew will be Luis Fonsi, etc...you can be a celebrity like Luis Fonsi or Penelope Cruz or you can be your favorite artist or even be yourselves!"
                
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." 
"The personal assistants need to ask questions to the celebrities to understand their preferences and routines. The celebrities will have to respond. There are some questions on the screen that you can use on the screen, you can use them throughout the activity. The personal assistants need to write the answers of the celebrities."  

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 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. 
"The personal assistants and celebrities need to work together to create an itinerary for the celebrity. The itinerary takes place in the favorite city of the assistant. The itinerary needs to include the steps to get ready for the day and the fun activities to do in the city" 

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.)

"Each group needs to share some things about their itinerary" 
“Cada grupo necesita compartir los planes su itinerario...

"Can you share two parts from the preparation for the day?"

 ¿Pueden compartir dos planes? 

"What two activities are you going to do in the city?"

¿Qué dos actividades van a hacer en la ciudad?”

5.  *If, there's time, have them switch roles.

“Vamos a cambiar roles y hacer el mismo proceso. Ahora ustedes son las celebridades y ustedes son los asistentes personales.”
"We are going to change roles and do the process over again. Now the personal assistants will be the celebrities and the celebrities will be the personal assistants." 

Wrap-up

Ask students some of the following questions to finish the lab: 

1. What is something that you should never forget to do in your morning daily routine?

"¿Qué es algo que nunca debes olvidar hacer en tu rutina diaria?"

2.  What is your favorite part of the day?

"¿Cuál es tu parte favorita del día?"

3.  Do you have something unique about your daily lab?

"¿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!

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).

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