La Rutina Diaria: Daily Routines and Telling Time in Spanish

La Rutina Diaria: Daily Routines and Telling Time in Spanish

Grade 7 · World Languages · NYS WL Standards Novice.CLL.1 / Intermediate.CLL.4 · 50 Minutes

NYS-Aligned Standards

Novice.CLL.1 — Exchange information about daily activities (interpersonal). Intermediate.CLL.4 — Present information on everyday topics using connected sentences (presentational). NYS Learning Standards for World Languages (2021)

Learning Objectives — “I Can” Statements

• I can tell time in Spanish (¿Qué hora es? — Son las ocho).
• I can describe parts of my daily routine using common reflexive verbs (me levanto, me visto, desayuno).
• I can present a short sequence of my day with time expressions (por la mañana, por la tarde).

Essential Question

How can I describe what I do each day, and when, in Spanish?

Lesson Sequence

Hook / Warm-Up (8 min)

Clock flash: show clock times, model “Son las ___.” Students chorally answer “¿Qué hora es?”

Direct Instruction (15 min)

1. Time expressions: Son las dos, Es la una, y media, y cuarto; por la mañana/tarde/noche.
2. Daily-routine verbs with gestures: me levanto (get up), me visto (get dressed), desayuno (eat breakfast), voy a la escuela (go to school).
3. Model linking time + activity: “Por la mañana, me levanto a las siete.”

Guided Practice (17 min)

Sentence-builder: students arrange cards (time + activity) into a logical daily sequence, then practice with a partner asking “¿A qué hora te levantas?”

Independent Practice / Presentational (8 min)

Students write and rehearse 4–5 connected sentences describing their day with times, to present to a partner.

Closure (2 min)

Quick share: one student presents their morning routine to the class.

SDI & Differentiation Block

Supports for MLLs/ELLs

Note: For students who are also English language learners, anchor each verb to a picture and gesture, not to English text alone.

Transitioning/Expanding (NYSESLAT Levels 3–4):

• Provide a verb + clock picture bank and a sentence-frame strip
• Sentence frame: “A las ___, yo ___.”

Expanding/Commanding (NYSESLAT Levels 5–6):

• Extension: add connectors (primero, luego, después, finalmente) for a smoother presentation
• Encourage accurate verb forms

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

• Content: Focus on 3 routine verbs and on-the-hour times only
• Methodology: TPR gestures for verbs; physical clock manipulative
• Delivery: Allow card-sequencing instead of writing; extended time; verbal presentation option

Suggested Placement: ICT, Resource Room

Model Response

“Por la mañana, me levanto a las siete. Luego, me visto y desayuno a las siete y media. Voy a la escuela a las ocho. Por la tarde, hago la tarea.”

Alignment Record