When I transitioned from teaching Spanish under a traditional schedule to a block system, it was a huge adjustment. I mean, wow—what a shift. As a Spanish teacher who’s taught at multiple grade levels, I’ve had to rethink how I plan lessons depending on whether I see students daily for 45-minute minute classes or every other day for 90-minute minute blocks. There are significant differences, especially when it comes to student learning, engagement, and pacing.
Whether you’re in your first year of teaching, second year, or beyond, chances are you’ll teach in both a traditional scheduling model and a block-scheduled classroom during your career. Here’s how I’ve adapted common activities to meet the needs of students under different school schedules—plus what’s worked best for me in each format.
🕒 Traditional Schedule (45–55 minute periods, daily)
Ideal for: direct instruction, bell ringers, and high-structure lessons
When I taught on a traditional school schedule, I saw students daily. This allowed for frequent repetition, quicker feedback, and easier routines. But I had to be super intentional with time—there’s not always enough time to finish projects or dive deep into student interests.
Activities that work well in a traditional schedule:
- Quick bell ringers tied to core content
- Exit tickets to check comprehension
- More traditionally – direct instruction of grammar or vocabulary
- Listening practice (songs, short clips)
- Short games like Matamoscas or ¡Yo tengo! ¿Quién tiene?
- Mini conversations, PQA, or Special Person Interviews. Read more about Personalized Questions and Answers here. Check out my other post about Special Person Interviews or from Bryce Hedstrom himself here.
- Daily review of key concepts
- Short formative assessments
This schedule works well for Spanish teachers who like to break content into chunks and revisit material often. Students also tend to have less homework since they see you every day and can ask for extra help regularly.
CI Activities for Traditional Schedules (45–55 Minutes)
Shorter class periods require tighter transitions and focused activities that still deliver meaningful input. CI strategies that are simple to set up and high in engagement will serve you well.
1. One Word Image (OWI)
Collaboratively create a character with your students. Use targeted questions in Spanish (“¿Es grande o pequeño?”, “¿Qué color tiene?”) and draw the character on the board or digitally as you go.
Why It Works:
It’s co-creative, full of input, and can be done in under 20 minutes with follow-up writing or Q&A.
2. Picture Talk
Choose a vibrant image or scene and narrate it in Spanish while asking questions. Focus on familiar structures and vocab to ensure high comprehension.
Extension Options:
- Class discussion
- Quick-write description
- True/False or multiple-choice questions
This rapid-fire question technique is great for building fluency quickly and naturally.
3. Speed Dating Conversations
Set up pairs for short speaking tasks based on the week’s target language. After a few minutes, students rotate and repeat with a new partner.
Why It’s Great for Short Periods:
It’s low-prep, high-output, and perfect for hitting speaking goals.
4. Quick Brain Breaks
Use short breaks to maintain energy. Games like Matamoscas, Charades, or Simon Dice reinforce language while keeping students moving.
⏰ Block Schedule (85–100 minute classes, every other day)
Ideal for: collaborative learning, projects, and longer time period activities
With a block schedule, I suddenly had fewer subjects to prep each day but longer class periods to plan for. That meant I could bring in a guest speaker, play a jeopardy-style game, or do a multi-part task without watching the clock. On the flip side, students may go a full next day or more without seeing the material again, which affects student achievement if we’re not spiraling content.
Activities that work well in block scheduling:
- Story-based lessons with comprehension activities
- Stations or gallery walks
- Movie talk or picture talk with follow-up writing
- Class stories + retells
- Chunked grammar or vocab with practice time
- Work-based learning projects or real-life tasks
- Scaffolded speaking tasks with peer feedback
- Writing time + revision in class
I find students are more relaxed with fewer classes each day, and there’s more room for critical thinking and collaborative learning. You can even offer extra help during class time instead of after school. For some students, this schedule leads to higher test scores, especially when it aligns with college schedules and the rhythm of higher education.
CI Activities for Block Schedules (90+ Minutes)
Longer class periods are perfect for expanding CI activities into deep, meaningful learning experiences. Use the time to build student confidence with input-rich tasks that allow for creativity, collaboration, and repetition without rushing.
1. Story Creation with Student Input
CI storytelling becomes even more powerful when students help co-create the narrative. Start with a prompt, such as “Una chica tiene un problema,” and build the story through student suggestions. Use repetition, visuals, and frequent comprehension checks.
Block Schedule Bonus:
- Act out scenes
- Add alternative endings
- Turn it into a comic or storyboard
- Do a quick write or class retell
2. Reader’s Theater
Use a short script (or create one based on a class story), assign parts, and have students rehearse and perform. This encourages repeated exposure to key structures and builds confidence speaking aloud in a low-stakes environment. Read more about readers theater here.
Block Schedule Expansion:
- Introduce vocab first with gestures
- Practice pronunciation
- Perform for another class or record videos
3. Language Stations
Set up 3–4 different language stations to rotate through every 20 minutes:
- Listening: Video clip with comprehension questions
- Reading: Short story or article
- Writing: Journaling or retelling a story
- Speaking: Pair conversation or “I Have, Who Has?”
Why It Works: Rotating tasks keeps energy high and allows differentiation based on student strengths.
4. Movie Talk
Choose a short film or animated clip and narrate it in Spanish. Pause to ask questions, check comprehension, and reinforce target vocabulary.
Follow-up Activities:
- Sequencing events
- Writing an ending
- Acting out scenes
You have the time—so use it to go deep with language and cultural exploration.
5. Cultural Projects and Presentations
Project-based learning thrives in block periods. Assign a country, tradition, or holiday and let students research and present in Spanish.
Options:
- Slideshows, posters, or Flipgrid videos
- Include visuals, key vocab, and fun facts
- Present individually or in pairs
🔍 Comparing the Two
Traditional Schedule
- Frequency: Daily
- Class length: 45–55 minutes
- Student workload: More subjects per day
- Ideal for: Routine, review, pacing
- Struggles: Fewer opportunities for large tasks
- Common in: Middle school, secondary school
- Examples: Spanish 1, core classes
- Helpful tools: Exit tickets, bell ringers
Block Schedule
- Frequency: Every other day
- Class length: 85–100 minutes
- Student workload: Fewer subjects, more depth
- Ideal for: Projects, deep dives, student-led work
- Struggles: Students may forget material between classes
- Common in: High school, school districts exploring best practices
- Examples: High school level, foreign language with projects
CI Activities That Work for Both Schedules
Some CI strategies are just that flexible. Here are a few of the best that can be expanded or condensed based on the time available.
1. Personalized Questions and Answers (PQA)
Ask students questions based on their real lives using the day’s target language:
- “¿Tienes una mascota?”
- “¿Te gusta bailar?”
Traditional Class: Keep it short and snappy—ask 3–4 students.
Block Class: Extend the conversation, add visuals, compare classmates, or graph class responses.
2. TPRS (Teaching Proficiency through Reading and Storytelling)
Use this structured method to teach a short story.
- Pre-teach 3–4 key structures
- Tell the story slowly with student input
- Read and re-read with comprehension questions
- Optional writing or acting follow-up
Adaptation Tips:
- Traditional: Use a shorter story, limit to 1–2 repetitions
- Block: Build in acting, writing, and games around the story
3. Class Stories with Visuals
Project or draw images while co-creating a story. Visuals boost comprehension and memory. Follow up with:
- Retells
- Sequencing
- Cloze readings
These visuals can also be reused for review days, sub plans, or assessments.
4. Interactive Notebooks
Use notebooks for vocabulary, grammar support, and reflections.
- In block classes, allow students time to create foldables or reflection pages.
- In traditional classes, have students complete quick-entry slips at the end of class.
5. SEIS (Fast-paced group game)
- Great for reviewing key concepts quickly.
- Students work in small groups, racing to answer a variety of question types (not based on categories).
- Perfect for the second year, a first semester review, or right before an exam score check-in.
- Can also function as a bell ringer challenge or exit ticket wrap-up.
- More time means you can rotate through more rounds or use SEIS to launch into a follow-up activity like partner explainers or peer-created questions.
Calendar Talk
- Traditional Schedule:
- Ideal as a 5–7 minute routine at the beginning of class. Helps reinforce routine, date, weather, and foreign language fluency.
- Excellent for building student engagement with fewer minutes.
- Block Schedule:
- Allows for extra time to expand Calendar Talk into a mini cultural lesson.
- Add National Day Calendar facts or connect to students’ interests using sentence starters.
Running Dictation
- Students work in roles (runner, writer, editor) no matter the schedule type.
- Promotes collaborative learning and supports student achievement through movement, repetition, and direct instruction.
- Use a text that focuses on a core class concept.
- Keeps students active and focused during shorter periods.
- Encourages deeper understanding of key structures with longer blocks of time with block schedule
Pacing Tips: Balancing CI Across Schedules
Whether you’re on a block or traditional schedule—or both!—these pacing strategies will help you stay on track.
Block Schedule Pacing (90+ minutes):
- Start with input-heavy tasks: storytelling, video narration, reading
- Move to interaction or group work: acting out scenes, station rotations, partner chats
- Finish with reflection or writing: journaling, exit tickets, comprehension questions
Avoid burnout by switching activities every 20–30 minutes and alternating energy levels.
Traditional Schedule Pacing (50 minutes or less):
- Plan 2–3 short activities
- Keep transitions quick and purposeful
- Start with CI input (like Picture Talk), then move to pair work or quick games
Pro Tip: Have one “anchor activity” you can reuse for consistency, like OWI or PQA.
A Good Thing? It Depends.
There’s no one-size-fits-all when it comes to school schedules. I’ve seen student needs met under both systems, especially when we’re intentional with planning. The key is balancing minute periods with lesson flow and student energy. A block schedule might allow for fewer students per day, but it also requires strong classroom management and pacing to avoid burnout. On the other hand, shorter periods give you more daily contact and can improve student performance in terms of routine and retention.
If you’re transitioning from a traditional schedule to a block system (or vice versa), give yourself grace. Adjusting to a new schedule can be tough, especially if it’s your first semester or second semester in a new role. I’ve found that documenting what works each year helps me grow. And honestly, having fewer transitions and more time in class has been a good example of how flexible teaching can benefit student learning and exam scores alike.
What kind of school schedule are you teaching under this school year? Let me know in the comments—I’d love to share more ideas that support best practices in every classroom format.
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