Lesson: Days of the Week

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Course: Basic Information

Unit: The Calendar

Lesson: Days of the Week


Our seven-day week originated with the Egyptians.

Competency Objectives: The adult learner will learn the days of the week in English.
Suggested Criteria for Success: Adults will demonstrate learning by

  • recognizing and sorting days in order

  • filling in cloze correctly

  • writing the days with prompting

  • writing without prompting

Suggested Vocabulary: Sunday Sun.

Monday Mon.

Tuesday Tues.

Wednesday Wed.

Thursday Thurs.

Friday Fri.

Saturday Sat.
Suggested Materials: Large Calendar (a desk blotter type calendar is good).

Handouts from end of lesson.

Suggested Resources: NOTE: In Spanish the days of the week are domingo, lunes, martes, miércoles, jueves, viernes, sábido. They are not capitalized.
http://www.english-zone.com/grammar/calendar2.html Online quiz

http://www.geocities.com/pccprep/days.htm Online fill-in quiz

http://www.manythings.org/cts/sc999.htm Online spelling game
Calendar history for instructor background:

http://www.eliki.com/ancient/myth/daily/ Origins of the Days of the Week.

http://users.commspeed.net/k6xf/calendar.htm#DAYS Names of Days

http://webexhibits.org/calendars/week.html Our Seven Day Week

http://www.factmonster.com/ipka/A0770839.html Names of Days of the Week

http://www.infoplease.com/ipa/A0875653.html see History of the Calendar
Suggested Methods: Chaining, Sorting, Cloze, Dictation, Matching, Practical Applications, Journal



* clip art image from Discoveryschool.com
Some Suggested Steps

Review. Review the numbers 1-7 and one – seven. Put numerals on the board. Ask the students (for pronunciation), “ What is this number?” Then, pronounce the numbers (three, six, two) and ask them to

write the numerals 3, 6, 2, etc. You can go back and forth asking students to pronounce the number or write the numeral if the class seems ready for that mix. For a greater level of difficulty, asked students to spell the number.

Chaining. Teach ordinal numbers first – seventh. Go around the room. The first student says, “One is first.” The second student says, “Two is second.” Begin again with one for more than seven students. Continue around as many times as needed. You can vary the routine by playing “tag” chain where the student who responds calls the name of another student to pick up the chain.
Discussion. Ask the class how to say/write the days of the week in Spanish, Chinese—whatever language groups you have in your class. Talk about always capitalizing the days of the week in English.

Sorting. Introduce the names of the days of the week. Distribute cards with the weekdays pasted on them. (printed strips are included at the end of this lesson.) Let the students sort and place the cards in order. Remove one card, mix and pass to the next student, who must place the cards in order with a space for the missing day. Repeat a third time. Pass the cards back to have the missing cards replaced. Put them in correct order and turn them face down when finished. Now have students pull the first day of the week, the sixth day, etc. You can make a game: the group that pulls the day first gets a point if they pronounce the day correctly. Increase the difficulty by asking them to pronounce and spell the day.

Cloze. Put the following on the board. Ask students to fill in the blanks.

S_________ M__________ T___________ W__________ T___________ F__________ S__________

You can simplify this exercise by giving more of the letters:

Sun____, M___day, Tu___d___, Wed____day, Th___d___, Fr______, S__tu______.

When students finish, they may turn over the cards they used in the previous activity and check their work.
Practical Applications. Ask students to answer these questions in complete sentences.

  • What day(s) do we have class?

  • What day(s) do you work? What days do you have off?

  • What day(s) do you go to church?

  • What days do (your) children go to school?

  • Which days are weekdays? Weekend days?

Pair students to interview each other with these questions. Answers will vary.

  • Which day(s) do you wash clothes?

  • What day(s) do you shop for groceries (food)?

  • Which day(s) do you cook dinner?

  • Which days to you clean house?

  • Which day(s) do you mow the yard?

LEA Story. Put the names of the days across the top of the board. List under each day the students’ responses to the question(s) “What do you do on Sunday? Monday? Tuesday?” When you have a list under each day, write a LEA (Language Experience Approach) story: (The people in our class do many things. On Sunday.everyone goes to church. Esther does laundry on Monday. Ramos, Marcele, Olaf, and Quinn work Monday – Friday. . . .) Read the story with the students. Let them copy it in their Journals. Note: You can expand this with frequency adverbs for intermediate students.

Dictation. Do a dictation with your students. Ask them to spell each day of the week. You may mix the days or go through them sequentially, depending on the competence you judge your students to have at this point. Remind them that each day begins with a capital letter.

Abbreviations. Teach abbreviations for the days of the week. With literacy and beginning students, use the page from the end of this lesson on matching the days and their abbreviations. You can also pair students: one names a day and the other writes the abbreviation.
Online. If you have access to computers, you can use the online activities in Suggested Resources above. If not, you may want to adapt the concepts to use in the classroom without using computers.
Journal Work. Write the days of the week. Beside each day, write something that you do that day. At the end of the week, write a journal entry called My Week.






















What is the abbreviation

for each day of the week?

Monday Sat.
Tuesday Fri.
Wednesday Mon.
Thursday Sun.
Friday Tues.
Saturday Wed.
Sunday Thurs.

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