Reflexive Verbs Lesson COVER PAGE - Language Links 2006

Reflexive Verbs Lesson COVER PAGE Instructor’s Name: _____Karen Swan_____ Topic of Lesson: Reflexive Verbs Grade Level(s)/Course: Spanish 101 at BYU Estimated Time Required: 50 minutes Standards-based Objective(s):

(What do you want students to be able to do as a result of this activity in terms of their language, culture, etc.?)

Students will create a skit in groups of 3 or 4 students describing a famous person’s or their own daily routine in 8+ sentences with 80% accuracy. Resources & Materials:

(What resources or materials will students need in order to complete the tasks in this lesson? Can you justify the texts, materials, technologies, and activities you have chosen to use to parents or colleagues, or are there others that would be more appropriate?)

• • • • •

Mixed up verb list and pictures sheet House of Fire step sheet Dice Paper and pen for HoF drawings Storyboarding sheet

Lesson Planning Template

2009

Dr. Cherice Montgomery

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Reflexive Verbs LESSON PLAN Time 5 min

Anticipatory Set (a.k.a. Bellringer, Focus Activity, or Warm-up): (How will you capture students’ attention and activate their prior knowledge in ways that prepare them to successfully complete the next task?)

• •

Play clip of La bella y la bestia (starting at 1:00 mark) Ask about students’ routines in the morning

Contextualized Input: (What experiences and new information do students need in order to fulfill the objective(s) of the lesson successfully and what tasks will you give them to help them acquire this information?)

10 min

Contextualization:

(What context will you use to help students experience meaningful examples of how the grammatical forms you are targeting would be used in real life?)

• • 5 min

Go through a typical routine using pictures from various Disney movies Put up a list of 10 main verbs used in the sequence and have the students put them in order

Focus on Form: (How will you guide students’ attention to grammatical patterns in the language?)

•

5 min

Re-using pictures from the slide show, have students describe to a partner what is going on in the picture

Check for Understanding: (How will you assess whether or not students understand how to apply the grammatical patterns before moving to the practice phase of the lesson?)

• • •

Create a T-chart on the board with “reflexive” on one side and “non-reflexive” on the other Have students call out the sentences they have created and write them up on the board Correct the ones that need correcting

Guided Practice: [How will you encourage students to actively engage with the new material (cultural concepts, grammatical structures, vocabulary, etc.)?]

25 min

Modeling:

(How will you show students what they are supposed to do?)

•

House of Fire type game: Divide the students into groups of five or six and give them one die per group and a list of instructions. Each student has to roll the die in turn and progressively draw the corresponding steps in a routine (have each group create their own 6 steps, but remind them they’ll have to be able to draw them; provide them with some examples).


2009


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Reflexive Verbs LESSON PLAN To model: make up 6 steps and draw them on the board, making sure that students connect rolling a certain number and drawing a certain step Check for Understanding: •

(How will you assess whether or not students understand the task?)

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Ask students about what verbs they used and how they drew them  volunteers draw a step on the board and people guess what it is

Debrief: (How will you evaluate students' performance with respect to this activity and provide them with feedback that will help them improve it?)

•

Circulate and observe students, offering feedback when appropriate

Independent Practice (a.k.a. Homework):

(What meaningful activities will you give students that they can do at home successfully to reinforce or practice what they have learned?)

Ask students in groups of 3 or 4 to choose a person, character, or some other person (they can use themselves) then create a skit about a day in that person’s life, with emphasis one the verbs and constructions they learned in class. Scaffolding: • Distribute a storyboard sheet with 10 boxes (making sure that students know they only have to use 8 boxes) and give a few examples of how they might go about creating a skit about a routine. •

Assessment/Evaluation:

(How will you determine whether or not students have mastered the lesson objective? How will you use this information to decide what students need to do next? How will you provide students with feedback on their performance?)

• •

Skits Rubric o 6 out of 8 verbs are conjugated correctly and are paired with the right reflexive pronouns (1 pt for the verb, 1 pt for the pronoun; 12 pts possible) o Skit is on topic (5 pts) o Skit is memorized (5 pts) o Each member of the group has at least one line (5 pts) o 27 points possible


2009


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