Beacon Lesson Plan Library

Reflexives Rock

Joanna Lowe
Orange County Schools

Description

Students describe and demonstrate their daily activities from a.m. to p.m. using gestures, actions and props in this TPR lesson. They sing the reflexive verb song, “Me acuesto a las diez,” incorporating their daily activities.

Objectives

The student uses repetition, rephrasing, and gestures effectively to assist in communicating spoken messages.

Materials

-Reflexive Verb List (See Associated File)
-“Me acuesto a las diez” song (See Associated File)
-Reflexive Verb Questions (See Associated File)
-Reflexive Verb Song Quiz, optional (See Associated File)
-Daily activity props: bar of soap, shampoo, towel, hair dryer (mine is a 4-inch plastic toy!), toothbrush (I found a foot-long giant one), toothpaste, mirror, make-up, nail polish, scissors, perfume, deodorant, hat, sunglasses, etc.
-30-40 Paper plates, the cheap kind

Preparations

1. Choose the daily activities you want to use from the Reflexive Verb List. (See Associated File)
2. Gather appropriate props.
3. Run off copies or make overheads of the song, “Me acuesto a las diez,” Reflexive Verb Questions and the optional Reflexive Verb Song Quiz. (See Associated File)
4. From the activities chosen, write a different infinitive on each paper plate. Have enough so each student has one.

Procedures

NOTE: This is not an introductory lesson for the novice learner. In high school or middle school, this lesson would be appropriate for a 2nd year student.

1. As a whole class, have students repeat in Spanish one daily activity with appropriate gesture or action. Also use real objects to assist with meaning (i.e., comb, toothbrush, shaver, towel, hair dryer, perfume).

2. Upon mastering each one, another is added.

3. Have students repeat the entire day of activities using actions and/or gestures that correlate with each daily activity. As you progress through the Reflexive Verb List (See Associated File), teacher modeling may not be needed for the beginning activities. Have students recite the daily activities as you say them without modeling. Once students can recite the list with you...

4. Each student receives a paper plate with a verb (infinitive form) denoting one of the daily activities. “En masse,” students get up and line up in order of the activities…WITHOUT TALKING! (The task of not talking may be difficult for some!) Choose one student to be the “director” to supervise the students’ locations in the line. Once the group is lined up, each student states the activity (per paper plate) that they do using the correct form of the present indicative. Check for correct order and verb form.

5. Students learn the song that incorporates these activities, “Me acuesto a las diez.” (See Associated File) Correlated with the song is a list of Reflexive Verb Questions that students can answer. (See Associated File) Use lines from the song or elicit a variety of possible answers to the questions.

Assessments

Formative: As the whole class repeats the activities, check comprehension and pronunciation by having students individually repeat an activity. Ask questions randomly to individual students regarding the activity before moving on to the next one.

The paper plate line-up checks comprehension, pronunciation and ability of individuals to express certain activities. At this point, you may opt to use a teacher-made checklist to reflect correct pronunciation, comprehension and gestures.

After learning the song, students should be able to answer the Reflexive Verb Questions (See Associated File) that correlate to the song. This may be done as a group response, individual responses or in small groups. Note: Written answers should incorporate correct grammar and spelling.

Extensions

1. This activity may easily be adapted to all language classes. ESOL and ESE students easily adapt to this activity due to the extensive TPR, gestures and props.
2. In order to check that individual students are able to express each activity they do, students could partner up with a checklist and use peer evaluation (with teacher monitoring) to assess their progress.
3. After the students have somewhat mastered the Reflexive Verb List, choose a volunteer to come to the front and lead the class using the props at hand. Instruct the class to now tell you what he or she is doing using the 3rd person singular form of the pronoun and verb.
4. While students are lined up with paper plates, other activities may be implemented. Students might say what they did yesterday using the past tense.
5. The song may also be sung using the he or she forms of the pronouns and verbs.
6. Students can sing the song “solo” for the class with accuracy and correct pronunciation. Students are not evaluated on their ability to carry a tune! You may opt to use this as an extra credit assignment for those students who are extroverted or for those students who don’t test well on paper.
7. Students can complete the Reflexive Verb Song Quiz (See Associated File) using correct spelling of the appropriate words.
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