Weekly Schedules & Plan an Event, Novice Mid, ASL 101, Lab 10

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

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

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 for your classroom 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:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • 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)

Weekly Schedules & Plan an Event


Students will describe their weekly schedules in detail, including times, locations and duration. This activity helps students with their planning abilities and lets them plan events for their week. Students will learn to describe time, location, and activities. They will also give preferences for hobbies and activities. 

Proficiency Level:

Novice Mid


Weekly Schedules, Days of the Week, Plan an Event, Events

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 comprehend and interpret live and recorded American Sign Language on a variety of topics.
  • Standard 1.3: Students present information, concepts, and ideas in American Sign Language to an audience of viewers on a variety of topics.

Idaho Content Standards for World Languages:

  • CLTR 1.3 - Function appropriately in diverse contexts within the target culture. 
  • COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinion. 
  • COMM 2.1 - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • COMM 3.2 - Adapt presentation to various audiences of listeners, readers, or viewers.

NCSSFL-ACTFL Can-Do Statements:

  • I can sign the days of the week, as well as week and weekend. 
  • I can sign my weekly schedule to someone else.
  • I can create an event and use my knowledge of days of the week and time to explain and plan it

Materials Needed:


1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow. Show the students what they will be doing for the day, then review the signs for the days of the week. Also review the other signs that are on the slideshow.

"Today, we will be discussing our weekly schedules and planning an event. First, we will review the days of the week."

Main Activity

1. For the first part of lab, pair students up and have each group take a whiteboard, dry erase marker, and eraser. Also give each student a weekly question sheet. One person will sign their weekly schedule, while the other student will write it down. After the first person has finished signing their schedule, their partner will do the same. 

"With a partner, have one person take the weekly question sheet and the other take the whiteboard and marker. The first person will sign their weekly schedule. After they finish, the second person will ask some of the questions from the weekly schedule sheet."

2. After the first person has responded to the questions, the second person will write it down. Once they're finished, they'll switch roles and do it again.

"After the first person has responded to the questions, the second person will add that information to their whiteboard. When you're finished, switch roles and do it again."

3. After everyone has had a chance to practice their weekly schedules, give each student one of the event cards. Each student will write down their event information on their whiteboard, and fill in any additional information needed.

"Now that we're finished, I will give each of you an event card. Write down the information on your whiteboard and makeup any additional information needed for your event."

4. Once everyone has finished creating and writing down their event, students will mingle with each other and see who can attend their event.

"When you're finished, talk with everyone in the group and see if they can come to your event. Feel free to ask any questions about a person's event."

5. After everyone has talked with one another, students will go around and describe their event to the group, as well as who can and can't attend.

"Now, you will each sign your event and who can or can't attend."


Ask the questions to finish the lab: 

1. Do you feel more comfortable with the days of the week? 

2. Was it easy or difficult to describe your weekly schedule to someone? 

3. Was it easy or difficult planning an event?

4. Did you like the activities we did today?

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 sign the days of the week, as well as week and weekend (Novice Low)
  • I can sign my weekly schedule to someone else (Novice Intermediate)
  • I can create an event and use my knowledge of days of the week and time to explain and plan it (Novice Advanced)

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