Spanish Level 3- Activities Designed for Online Instruction

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

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Description: In this activity, students will discuss their daily habits and personal preferences in living situations. Students will also do a role-play activity in which they confront their roommates and discuss their preferences.

Semantic Topics: Role play, roommate, personal preferences, living situations, perspectives, confrontation, actuación, compañero de cuarto, preferencias personales, situación de vivir, perspectiva, confrontación

Grammatical Structures: Relative pronouns, formal commands, subjunctive, los pronombres relativos, los mandatos formales, el subjuntivo

Products: Memes in Spanish,  jokes in Spanish

Practices: Understanding Spanish language humor, resolving conflicts

Perspectives: Importance of compromising and finding solutions as a group, determining the characteristics of a good roommate, the importance of respecting personal space and property

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 understand and interpret spoken and written Spanish on a variety of topics.”
  • “Standard 1.3 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 talk about my daily habits and personal preferences
  • I can exchange information about my living situation
  • I can confront my roommate about a conflict
  • I can compare and contrast jokes about my roommates between my culture and Spanish speaking culture.


1. Begin by opening the Google Slideshow and introducing the activity and the Can-Do’s.

Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements.

2. Go over the memes with students, 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 order the rules from most to least irritating things a roommate can do and  explain their reasoning):

-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 room and 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?


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.
  2. 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.


  • “El ‘oso perezoso’ nunca saca la basura y pone más basura encima del bote cuando ya está muy lleno.”
  • “El ‘oso perezoso’ siempre escucha su música en voz alta y nunca usa audífonos, aún cuando ‘el mono’ está haciendo tarea.”
  • “El ‘oso perezoso’ deja sus pertenencias por todos lados de la casa. ‘El mono’ siempre tiene que limpiar para el oso perezoso.”
  • “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.”
  • “El ‘oso perezoso’ nunca lava los platos y aún cuando los lava deja pedacitos de comida (no los lava bien).”
  • “Llegas a la casa después de clases y 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.”
  1. If students finish early, have them switch roles and practice from different perspectives.


Wrap-up questions (Pick the a few you’d like to ask):

  •  ¿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 Activity

  • 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 activities!

NCSSFL-ACTFL Can-Do Statements:

  • 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

Cultural NOtes: 

How to Revise or Remix a Pathways Project Activity

Feeling creative?  The Pathways Project needs your help in revising and remixing activities for the K-16 language classroom.

Try taking an activity to the next level by:

  • Add new content (something you’ve created or another OER source)
  • Contribute additional activity suggestions
  • Integrate authentic materials such as videos, infographics, photos, etc.
  • Suggest how to implement the activity in the classroom
  • Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)


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Let's Chat! Spanish Copyright © 2022 by Amber Hoye; Kelly Arispe; Abby Cain; Alejandra Garcia; Alejandro Montoya; Alexis Araiza; Anna Gamino; Ashley Johnson; Ashley Potzernitz; Ashlyn Nutting; Austin Robishaw; Blake Simony; Brooke Staszkow; Camille Daw; Carla Lara; Cecilia Morales; Chloe Robinson; Claire Werlin; Daniel Felix; Danielle Snyder; Elian Tovar; Emily Hawley; Gabby Bates; German Tovar; Iris Torres; Ismenia Gallegos; Jaelyn Quisel; Jenna Del Toro; Jordyn Preble; Jorge Corea; Julia Dryer; Kailyn Phillips; Kimberly Murphy; Leah Alboucq; Lillian Cobb; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Reynaldo Nunez; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; Thaïs Lacar; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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