Quehaceres y obligaciones en la casa- ¿ Qué tenemos que, debemos y tenemos ganas de hacer en casa?

Lesson Profile
Student Level 
Middle (6-8)
Target Language 
Teaching Context 
Target Proficiency Level 
Family and friends,
Home and neighborhood
Performance Descriptors 
  • Basic factual conversation in highly familiar contexts
  • Answer simple, direct questions
  • Introduce oneself and exchange greetings
  • List, enumerate, identify
  • Use short, memorized phrases
  • Use formulaic expressions
  • Understand basic notices
  • Complete basic forms
00:45 h
Objectives and Standards
Objective 1 (Interpretive) 
The student will be able to write ten things he has to do, must do and feel like doing in his house.
Objective 2 (Interpersonal) 
The student will be able to interview another student to learn what he does in the different rooms in her house
Objective 3 (Presentational) 
After interviewing a classmate, the student will be able to present to the class what is the most interesting, fun and boring thing the student´s classmate does in his house
World-Readiness Standards
1.1 Interpersonal: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
1.2 Interpretive: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
1.3 Presentational: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
California Standards
Novice Range
1.0 Students use formulaic language (learned words, signs [ASL], and phrases).
1.1 Engage in oral, written, or signed (ASL) conversations.
1.2 Interpret written, spoken, or signed (ASL) language.
1.3 Present to an audience of listeners, readers, or ASL viewers.
1.4 List, name, identify, and enumerate.
1.5 Identify learned words, signs (ASL), and phrases in authentic texts.
1.6 Reproduce and present a written, oral, or signed (ASL) product in a culturally authentic way.
1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context.
1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context.
1.2 Identify similarities and differences in the orthography, phonology, or ASL parameters of the languages the students know.
1.0 Students use language in highly predictable common daily settings.
Common Core Standards
Reading: Integration of Knowledge and Ideas 
R7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
Writing: Text Types and Purposes 
W2. Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Writing: Production and Distribution 
W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Speaking and Listening: Comprehension and Collaboration 
SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Speaking and Listening: Presentation of Knowledge and Ideas 
SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Language: Conventions of Standard Target language 
L1. Demonstrate command of the conventions of standard target language grammar and usage when writing or speaking.
L2. Demonstrate command of the conventions of standard target language capitalization, punctuation, and spelling when writing.
Language: Vocabulary Acquisition and Use 
L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L6. Acquire and use accurately a range of general academic and domain specific words and phrases for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge.
Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

Write 10 things that a student has to do, should do and feel like doing in his house.

Performance Task 2 - Presentational 

Write 10 things that a student has to do, should do and feel like doing in his house.

Performance Task 3 - Interpersonal 

Interview a classmate to find out what he doe sin the different rooms in his house.

Final Project Instructions 

After the interview, present to the class to explain what is the most interesting, more fun and the most boring thing his classmate does in the house.

Functions, Structures, Vocabulary and Culture

The student will use the language to explain activities that he or others do in the house.


The student should be bale to use language structures to express his obligations and fun activities he enjoys doing at home. This will include
tener ganas ( to feel like), tener que ( to have to), and deber ( should)


The student will use vocabulary related with the house.
An introductory list was given in the previous lesson to support them with their ability to successfully complete the requested tasks.

Task 1 - Interpretive
Task 2 - Presentational
Task 3 - Interpersonal
Opening Activities / Setting the Stage 

Do now- ¿ Cuál es tu habitación favorita en tu casa y por qué? ( Which is your favorite room in the house and why?)

Main Activities - Comprehensible Input 

The student will write three paragraphs to explain ten things that he has to do in the house, feels like doing in the house and should do in the house.

Main Activities - Guided Practice 

The student will interview a classmate to learn what does he do in his house and will write his responses.

Main Activities - Independent Practice 

The student will write the responses and memorized them to the following questions: What is the most interesting, fun and boring activity your classmate does in his house?
The following sentence stems structure will be given to complete and to support their presentation:
La cosa más interesante que _______ hace en su casa es _________ en _________.
La cosa más divertida que_______hace en su casa es_______ en________ .
La cosa más aburrida que_______ hace en su casa es ______ en__________ .


Some students will present the response to the question what is the most fun, most boring and most interesting activity your classmate does in his house to the class.

Additional Activities or Standards Addressed 

Teacher will collect the responses of all students for assessment.

Links to Online Resources
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