PACE Model Lesson Plan: - Rachel Latinette's Teaching ...



PACE Model Lesson Plan:

Conjugating daily routine reflexive verbs

Subject: Spanish                      Grade: 10th            

ACTFL Standards for Foreign Language Learning:Communication 1.1 and 1.2, Comparisons 4.1

Illinois State Learning Standards: 28.A.1a, 28.B.1a, 28.B.1b, 28.C.1a, 28.C.1b, 28.D.1a, 28.B.2b, 28.C.2b, 28.D.2a, 28.A.3a, 29.C.1c

I. Content: Conjugating daily routine reflexive verbs

II. Instructional Objective: The 10th grade students will be able to identify conjugated reflexive verbs in Spanish. They will be able to conjugate daily routine reflexive verbs accurately in all forms, written and orally, and use them in sentences.

This lesson is a continuance of a lesson on daily routine reflexive verbs. It is part of a unit including vocabulary used in daily routines, time, reflexive verbs, and daily routines in Spanish-Speaking countries.

Students have already learned the meaning of daily routine reflexive verbs (i.e. levantarse, ducharse, etc.), vocabulary used in daily routines (i.e. soap, shampoo. razor, etc.), time, and how to conjugate verbs in the present, preterit, and immediate future tenses.

III. Instuctional Procedures: PACE Model

Presentation of Meaningful Language: I will present a song to the class that includes reflexive verbs and give the lyrics to the students. The song is called G.D.B.D. by Ruben Blades. We will listen to the song as a class while reading the lyrics.

Attention: The regular reflexive verbs in present tense will be bolded and underlined in the lyrics. After the song is over I will ask the students what they noticed about all the underlined words, and if they look familiar (because they have learned some of the verbs in the infinitive forms) and if they remember what they are called. I will ask what they observe about the endings of the phrases that have “te” in front of them and how the words that have “se” in front of them end.

Co-Constructing an Explanation: I will ask the students what they think the underlined words in the song lyrics mean. I will tell them to use context clues and words they understand to guess. I will help them come up with an explanation of what the words mean and how to form them. I will use a PowerPoint to guide them to understand that these are all conjugated reflexive verbs. We will compare them to how we say them in English (myself, yourself, etc.). The PowerPoint will show the students the reflexive pronouns for each subject pronoun. I will ask questions to get the students to realize that the verbs are conjugated in the regular present tense forms, but the reflexive pronoun in added in front of the verb makes it reflexive.

Extension Activities: I will leave the reflexive pronouns up on the PowerPoint for the students to use as a reference. I will also give the students a handout with all the information on the PowerPoint to have as a reference. Students will get with a partner for an oral practice activity. Each pair will get two envelopes, one with daily routine reflexive verbs in their infinitive forms, and the other with all of the subject pronouns (yo, tú, él, ella, Usted, nosotros, vosotros, ellos, ellas, Ustedes). One student will grab one verb and one pronoun out of the envelopes and conjugate the verb in the correct form, then try to use it in a sentence. On a piece of paper, they will write down the subject pronoun, the verb they chose, and the conjugated form. The students will take turns doing this until all of the verbs have been used. Before they begin I will let them know that a few of the verbs are stem-changing verbs and tell them how they change. As the students are doing the activity I will be walking around to make sure everyone is working and to answer any questions. I may ask for a few volunteers to say one of their sentences aloud for the class. I will collect the students’ work so I can check to see how well they understood the lesson and how well they conjugated the verbs.

We will then practice as a class with a PowerPoint. There will be a pronoun and a reflexive verb that we have already learned on the slides and the class will conjugate it together. I may call on individual students to conjugate the verbs on their own if I notice they are not paying attention. If someone seems confused or is not participating, I will call on them to see if they can conjugate the verb. If they need help, I will clearly explain how to conjugate the verb.

Next, the students will work with their partners to answer some questions about the song. They will have to use the new verb conjugations to answer the questions. I will walk around to answer questions and make sure everyone is on track. Whatever isn't finished during this class period will be finished in class the next day. 

 Last, I will hand out and explain the homework, which is a fill in the blank worksheet.

IV. Materials and Equipment:

•        Handouts with the song lyrics and questions

•        Computer and website to play song

•        Powerpoint that shows all reflexive pronouns, explains how to conjugate a reflexive verb,  and includes a review

•        Handout explaining how to conjugate reflexive verbs

•        Envelopes with reflexive verbs and envelopes with pronouns

Reflexive Verbs in the envelopes:

Despertarse

Ducharse

Cepillarse (los dientes, el pelo)

Afeitarse (la cara, las piernas, etc.)

Vestirse

Secarse (el pelo, el cuerpo)

Maquillarse

Peinarse (el pelo)

Desayunarse

Bañarse

Lavarse (la cara, los manos, etc.)

Acostarse

Pronouns in the envelopes:

Yo, tú, él, ella, Usted, nosotros, vosotros, ellos, ellas, Ustedes

•        Homework OPIN worksheet

V. Assessment/Evaluation: While the students are practicing with each other I will walk around and listen to make sure they are conjugating the verbs correctly and accurately using the verbs in sentences. I will look at the verbs they write down and make sure they are conjugated correctly. During the class practice I will listen to how well the students conjugate the verbs. While the students are answering questions about the song I will be walking around looking at their answers to see how well they understand the new material. Later when we go over the answers to the questions about the song, I will pay attention to how accurately the students conjugated the verbs and understood the questions. I will collect the homework the next day and check for accuracy. There will be a quiz in the future, and reflexive verbs will be on the unit test.

VI. Follow-up Activities:

•        To review, I will hold up a pronoun and a picture of a reflexive verb and have the students conjugate the verb in Spanish. Or I can act out a reflexive verb and say a pronoun and have the students conjugate the verb.

•        For an in class oral activity, each student will get with a partner and tell them about their daily routines, including times and using vocabulary words. Partners can ask questions in Spanish about their daily routines. This will give the students a chance to practice conjugating the verbs aloud in full sentences and conversations. After the students have a few minutes to talk, I will ask random students about their own and their partner’s daily routines.

•        We will play a dice game to review the verb conjugations. Students will play in pairs. Each pair gets two dice, each a different color. One color dice is for the pronouns, the other is for verbs. Each pair will get a worksheet. The worksheet will explain what each number on each color dice stands for. For example, on the blue dice, 1=yo, 2-tú, 3=él, ella, or Usted, etc. and on the red dice 1=levantarse, 2=ducharse, 3=secarse, etc. One student will roll the dice and conjugate the verb that the “verb dice” says in whatever form the “pronoun dice” says. For example, if a student rolls a 2 on the blue dice and a 1 on the red dice, he or she will write “tú + levantarse = te levantas”. The students take turns until they have conjugated the verbs in different forms ten times. The first group to finish with all verbs conjugated correctly wins.

•        For a future assignment the students will have to write a paragraph about their daily morning and evening routines to practice conjugating the reflexive verbs and using them in written sentences and paragraphs.

VII. Self-Assessment: After the lesson I will address the major components of the lesson plan and decide its strengths and weaknesses. I will decide what parts will be useful for future lessons and what parts I should change. 

Below are the documents I have created for this lesson.

The first is the handout with the song lyrics and questions about the song.

The second is the website where the song can be found.

The third is the PowerPoint presentation used in this lesson.

The fourth is the handout for the students explaining how to conjugate reflexive verbs.

The fifth is the homework assignment, a fill in the blank conjugation worksheet.

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