Activities:

• Give the students a copy of a page from a calendar in Spanish with the days of the week and the dates. Point to and repeat the numbers according to the calendar. Toca el dos de junio,/ Touch June 2nd., Escribe una X sobre el treinta de septiembre./Write an X on the 30 of September., Señala el trece de febrero./Point to February 13th., Dibuja un círculo alrededor del veintidos de abril./Draw a circle around the 21st of April. Students should recognize the numbers 1-31 as well as produce the numbers after they have had sufficient experience with them. As you point to a day on the calendar, ask, ¿Es el mes diciembre o enero?Is the month December or January? ¿Qué mes es?/What month is it? ¿Es la fecha el ocho o el doce de octubre?/Is the date the 8th or the 12th of October? ¿Cuál es la fecha?/What is the date? ¿Cuál es la fecha de un lunes en agosto?/What is the date of a Monday in August? ¿Qué día es el siete de junio?/What day is the 7th of June? After several rounds, introduce the days of the week, El cuatro de noviembre es lunes./The 4th of November is Monday. Also, present the idea of yesterday, today and tomorrow ¿Qué día es hoy?/What day is today? ¿Qué día es mañana?/What day is tomorrow?, Si ayer fue martes, ¿qué día es hoy?/If yesterday was Tuesday, what day is today?
• Teach the students a days of the week song that you know or from a tape such as, Los días de la semana from Sing, Dance, and Eat Tacos. Write the words on chart paper for the students to read after they have sung the song several times.
• Show the students a calendar in English. Ask them if they notice any differences between the English and Spanish calendar. (If necessary, point out the differences; the calendar in Spanish begins on Monday and the days of the week and months begin with lowercase letters.)

Assessments:
Give a copy of Activity Sheet #4 to each student. Give them commands similar to the TPR series. Watch the students as they respond to the commands using their activity sheets. Are they understanding and answering correctly on their own? Are they understanding and answering most of the commands on their own? Do they need the commands repeated a second time? Do they seek help from their neighbor or the teacher?

Evaluate the finished activity sheets by the number of correct responses.

• Students will recognize and say the numbers 1-31 and the days of the week as related to the date.
• Students will learn the cultural differences between the calendar in Spanish and in English.

Language:
Vocabulary:
Los números 1-31
Los días de la semana: lunes, martes, miércoles, jueves, viernes, sábado, domingo
Los meses: enero, febrero, marzo, abril, mayo, junio, julio, agosto, septiembre, octubre, noviembre, diciembre
Commands:
Toca el dos de junio. Señala el trece de junio. Escribe una X sobre el treinta de septiembre Dibuja un círculo alrededor del veintidos de abril
The Date: el _____ de _____.
Questions:
¿Es el mes diciembre o enero?, ¿Qué mes es?, ¿Es la fecha el ocho o el doce de octubre?, ¿Cuál es la fecha?, ¿Cuál es la fecha de un lunes en agosto?, ¿Qué día es el siete de junio?, ¿Qué día es hoy?, ¿Qué día es mañana?, Si ayer fue martes, ¿qué día es hoy?
Answers: a day of the week, a date, a month
Song: Lyrics

Standards:
1.1  Students provide information when they answer the Natural Approach questions.
1.2  Students understand and interpret spoken language when they respond to the TPR commands.
3.1  Students reinforce their music skills when they sing the days of the week song.
4.2  Students understand that calendars are similar, but slightly different when they compare the calendars from English- and Spanish- speaking countries.

Materials:

• Calendars in Spanish and English
• A page of the Spanish calendar for each student
• Song words or tape/CD Rom and player
• Activity Sheet #4 for each student