In world language classrooms, we’ve perfected the art of planning activities before Thanksgiving. We teach vocabulary, explore cultural traditions, and encourage students to express gratitude. But something funny happens every year: once the holiday is over, we move on—quickly.
And yet, when students return from break, Thanksgiving is still alive in their minds. They’ve just spent days surrounded by family, food, laughter, chaos, long lines, messy kitchens, overflowing fridges, and pets trying to steal leftovers. They walk into our classrooms carrying fresh, vivid stories—and we often miss the chance to use those experiences as powerful input. So I decided to flip the script.
Instead of ending Thanksgiving when the break begins, why not use the day after as a source of humor, storytelling, and real communication? That’s the idea behind my new activity: “Drama Familiar: El día después de Thanksgiving.”
It’s a skit-based, telenovela-inspired activity where students transform real post-Thanksgiving photos into dramatic scenes filled with accusations, confessions, revelations, and over-the-top acting. And because our classrooms are full of different levels and needs, I created three versions—one for Novice Low, one for Novice High, and one for Intermediate learners working with the preterite and imperfect. Each version keeps the fun, but the language expectations shift to match what students can truly do.
Three Levels, One Big Idea
Novice Low – Present Tense Only (see teacher directions for images)
Simple, accessible, comprehensible.
Students describe what is happening right now in the scene using only the present tense. It’s perfect for building confidence and reducing anxiety while still being creative.
Novice High – Present + Preterite (see teacher directions for images)
This version allows for a gentle introduction to storytelling. Students can mix present actions with completed past actions using the preterite, helping them narrate short, clear moments.
Intermediate – Preterite + Imperfect (see teacher directions for images)
Ideal for Spanish II–III or IV, this version uses what the photos naturally give us: background scenes (imperfect) and sudden dramatic events (preterite). Students tell richer, fuller stories without forcing the grammar.
Why This Activity Works
The magic of this activity comes from meeting students where they are—emotionally, linguistically, and culturally. Here’s why it resonates so much:
It connects language directly to students’ lived experiences.
They’re not inventing abstract scenarios—they’re reenacting something they literally lived three days ago. It encourages meaningful communication at every proficiency level. Novice Low students point, act, and describe. Intermediate students narrate. Everyone is communicating with purpose. It uses visual support to lower anxiety and activate storytelling. Images give students a safety net, sparking ideas and helping them avoid the “I don’t know what to say” freeze. It reinforces grammar naturally, not mechanically. Students aren’t conjugating for the sake of conjugating. They’re telling stories that require the grammar to make sense. It brings joy, humor, and creativity to the classroom. There’s nothing quite like watching a student dramatically gasp, “¡El perro se comió el pavo!”
When students can act, react, confess, accuse, reveal secrets, and dramatize—all in Spanish—they’re not just learning vocabulary.
They’re living the language.
This is where acquisition thrives: in meaningful, authentic, emotionally engaging moments that stick long after the lesson is over.
Everything you need to teach this activity tomorrow is ready. If you use it in your classroom, I’d love to hear what kind of post-Thanksgiving chaos your students bring to life. One thing is certain: It will be dramatic. The glorious kind.
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DIEGO OJEDA 
Hello! Doing this activity with my students today and it’s been so much fun! Do you typically have them present the same day or give them more time to prep? Do you require memorization of the lines? Thank you so much!
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