Author:
Ashley Johnson, Amber Hoye
Subject:
Languages
Material Type:
Activity/Lab
Level:
Middle School, High School, Community College / Lower Division, College / Upper Division
Tags:
  • Conflict Resolution
  • Daily Habits
  • Habits
  • Information
  • Living
  • Personal Preference
  • Roommate
  • Situation
  • Spanish
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    Spanish

    Spanish Level 3, Activity 06: Compañero de cuarto / Roommate (Online)

    Spanish Level 3, Activity 06: Compañero de cuarto / Roommate (Online)

    Overview

    Students will discuss their daily habits and personal preferences. They will exchange information about their living situations. Students will practice appropriate ways to confront roommates about different types of conflict.

    About the Pathways Project

    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 amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

    Looking for the English Version of this activity to adapt for your language? CLICK HERE

    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 amberhoye@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 in Spanish, 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 WLRCLAR@gmail.com 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)

    Activity Instructions

    Activity Title (in your target language)

    How to be the best roommate / Cómo ser el mejor compañero de cuarto

    Description:

    Students will discuss their daily habits and personal preferences. They will exchange information about their living situations. Students will practice appropriate ways to confront roommates about different types of conflict.

    Proficiency Level:

    Intermediate Low

    Keywords:

    Daily habits, Personal preferences, Information, Living, Situation, Roommate, Conflict resolution, Habits

    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 understand and interpret spoken and written Spanish on a variety of topics.
    • Standard 1.2 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
    • Standard 5.1 Students use Spanish both within and beyond the school setting.

    Idaho Content Standards for World Languages:

    • COMM 1.1 Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
    • COMM 2.1 Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
    • COMM 3.1 Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
    • COMP 1.1 Observe formal and informal forms of language.

    NCSSFL-ACTFL Can-Do Statements:

    • I can compare and contrasts jokes about roommates between my culture and Spanish-speaking culture.
    • I can talk about my daily habits and personal preferences.
    • I can exchange information about my living situation.
    • I can confront my roommate about a conflict. 

    Materials Needed:

    Warm-up

    1. Begin by introducing the Can-Dos for today’s activity 

    • “Today, we are going to chat about daily habits and personal preferences. We will exchange information about living situations. We will also decide appropriate ways to confront roommates about conflict.”

    2. Go over the memes with them, then start the warm-up

    3. Place students in pairs or small groups in breakout rooms and have them share for 3 minutes (have students number the rules by most irritating things a roommate can
    do and why):

    • -nunca saca la basura
    • -nunca te avisa cuando va a tener huéspedes
    • -nunca reemplaza el papel higiénico
    • -siempre come tu comida
    • -pone música alta y canta con las canciones
    • -nunca lava los platos

    4. After three minutes, ask the students to go back to the main zoom session, ask each student to come to a consensus on the rule that is the most important.

    • “¿Cuál es la regla que menos te importa?”
    • “¿Cuál es la regla que más te importa?”

    5. Have the students go back to their breakout room and talk about the following questions.

    •  ¿Cuál es tu situación de vivienda?
    •  ¿Tienes compañer@s de cuarto? ¿Cuántos?
    • ¿Cuál de estas reglas es la más importante para ti?
    • Situación: 
      • Si tuvieran que vivir con un/A compañer@ de cuarto que siempre rompa una de las reglas, ¿Cuál es la regla que menos te importa?

    Main Activity

    1. Have the students get into pairs of 2 or 3 where one student will be a bad roommate and the other(s) will be a "good" roommate(s)

    • “En grupos de dos o tres, van a leer una situación. Una persona será un buen compañero y la otra persona un mal compañero. El oso perezoso es el compañero malo que rompe las reglas. El mono es el compañero bueno, el que va a enfrentar al oso perezoso. Si están en grupo de tres, el gato va a ser el compañero mediador, el que ayuda a los dos compañeros a resolver el problema.”

    3. Following the situations on each slide, the "good" roommate/s from each group should try to confront the "bad" roommate about the problem/bad habit, the "bad" roommate will justify their action. 

    • Situations:
      • 1. “El oso perezoso” nunca saca la basura y pone más basura encima del bote que ya está muy lleno."
      • 2. “El oso perezoso” siempre escucha su música en voz alta y nunca usa audífonos, aún cuando “El Mono” está haciendo tarea."
      • 3. “El oso perezoso” deja sus pertenencias por todos lados de la casa. “El Mono” siempre tiene que limpiar para el oso perezoso."
      • 4. "Después de un día largo de trabajo, “El Mono” regresa a la casa con deseos de descansar, abre la puerta y “El oso perezoso” está festejando."
      • 5. “El oso perezoso” nunca lava los Platos y aún cuando los Lava deja pedacitos de comida (no los lava bien)"
      • 6. “Llegas a la casa después de clases, encuentras al “oso perezoso” preparando un plato con la comida del “mono”. “El Mono” le Pregunta si la comida es para los dos y “El oso Perezoso” dice que no."

    4. If students finish early, have them switch roles and practice from different perspectives.
     

    Wrap-up

    • ¿Qué objetos pueden compartir con un/a compañer@ de cuarto?¿Qué objetos deben comprar para sí mismos?
    • ¿Cuáles son unas características que tiene un/a buen/a compañero?
    • ¿Cuál es la mejor manera para encontrar un compañero de cuarto?
    • Si pudieras elegir una persona famosa (viva, muerta o ficticia) para ser tu compañer@ de casa, ¿A quién elegirías y por qué? 

    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 compare and contrasts jokes about roommates between my culture and Spanish-speaking culture.
    • I can talk about my daily habits and personal preferences.
    • I can exchange information about my living situation.
    • I can confront my roommate about a conflict.