reflexive+template+thing


 * Instructor’s Name: Heidi Clark**


 * Topic of Lesson: ** Reflexive Verbs


 * Grade Level(s)/Course:** Portuguese 102 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.?)// 1) Students will be able to discuss their daily routines and actions they do throughout the day to themselves (like combing your hair.)

2) Students will . . . They will be able to have conversations with others about how a typical day in their life would be like and give others a glimpse of what life is like for them.

3) Students will . . . This will strengthen conversations and relationships as they share a bit about themselves. By the end of the day, hopefully, 70% of the students will be able to distinguish the difference between a non-reflexive and reflexive verb and the students should be able to place the correct pronoun before it and conjugate it accordingly.

//(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?)// * Notebook * Pen and Paper * [] *http://www.youtube.com/watch?v=2OI_pbyGd9s&feature=PlayList&p=4184AD7AF3A36BE6&index=4 * Stickies with different sentences * Sock puppets * props like toothbrush, comb, clothes…to explain daily routines * scriptures  **Anticipatory Set** **(a.k.a. Bellringer, Focus Activity, or Warm-up): ** **Time** || || //(How will you **capture**// //**students’ attention**// //and **activate their prior knowledge**// //in ways that prepare them to successfully complete the next task?)// As a warm up to learn about reflexive verbs I will show a video called, Dance with me: Reflexive Verbs. This video is a rap song that teaches you how to discern whether a verb is reflexive or not. It then teaches you how to form the reflexive verb. It’s a funny song and it explains things in a very simple way that students can easily comprehend. It will definitely capture the students’ attention and help them connect the dots as to why there are reflexive verbs. It’s also set to the tune of a Justin Timberlake song that most students will recognize. Excerpt from song: “relflexive verb or not that's a question you have to ask is it an action you do to yourself or something else... you can wake yourself...thats reflexive but if you wake someone else...it ain't”
 * Resources & Materials:**
 * Textbook (Ponto de Encontro)

**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?)// **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**////?)// I will show them how these verbs can be used to talk about your daily routine or the different activities you do yourself throughout the day. There’s a song where the girl talks about her daily routine, (Say a little prayer for you), we will use this song to pick out how she uses reflexive verbs. The post-it activity and the Garfield lesson are both structured to help show the students why there is a need for reflexive verbs and what the difference is between reflexive verbs and non-reflexive verbs. Once they have a good grasp on that, then they will be able to see how and when it’s used. **Focus on Form:** //(How will you guide students’ attention to **grammatical patterns**// //in the language?)// First, by using the Post it activity, we will see how there is a reflexive in English and it will introduce the grammar principle. Next we will watch the rap video that will give a quick lesson on the reflexive. This will hopefully hook the students in. We will then teach them the reflexive verb forms by showing them the difference between non-reflexive verbs and reflexive verbs and how having it reflexive changes the meaning. From this lesson they will learn how to distinguish whether it’s reflexive or not. //(How will you **assess**// //whether or not students understand how to apply the grammatical patterns before moving to the practice phase of the lesson?)// We will watch the “Say a little prayer for you” video and students will have to circle the reflexive verbs.
 * Check for Understanding:**

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

**Modeling:** //(How will you **show students**// //what they are supposed to do?)// Before having them practice, by having conversations about their own daily routines, I will model what they will have to do by telling them about my daily routine. I will bring props and visuals (like a toothbrush and etc.) to aid the students in understanding.

//(How will you **assess**// //whether or not students understand the task?)// I will walk around the room and listen to the different conversations, making sure that they are conjugating the verbs correctly and adding a pronoun if it’s reflexive. If the students are hesitating or having troubles, I’ll stop the class and explain it again.
 * Check for Understanding:**

**Scaffolding:** //(How will you **scaffold students’ learning**// //during the task to ensure they will have success with it?)// First of all, they will have already seen this done before because we’ll have gone through Garfield’s daily routine. But I will explain my daily routine using props and visuals to help them see what they need to do. Then I will do an example of how to do it with a partner by selecting a student to come up and do the activity with me. Following that I’ll ask if they understand what they need to do.

//(How will you **evaluate students'**// //**performance**// //with respect to this activity and provide them with **feedback**// //that will help them improve it?) // I will walk around the room and see where students are having troubles and if they seem to understand the concept. If they are doing well I will acknowledge that. Afterwards I will present to the class what I heard them say wrong. I’ll ask them to say whether it was right or wrong and if it was wrong why. This will allow the students who understand the concept to teach the class (or the students who don’t get it) how to do it right. **Closure:** //(How will you help students to: **Summarize**// //(consolidate or organize)// //what they have learned? **Reflect**// //on how the lesson relates to their own lives? **Connect**// //what they have learned with other disciplines?) // The homework assignment is a good summary of what they learned. It will help them evaluate themselves on how well they understand the concept. Also, the conversation about the daily routines will help them see where they are at being able to speak comfortably using the reflexive verbs. We talked a little about how reflexive verbs are all about actions you do yourself and so self-reliance was a big topic today. Students can think about how self-reliant they are and whether or not they let other people do work for them that they themselves could do. They could think about their own lives and whether they need to be more selfless. They could connect this with psychology, a religious class or they could find the similarities in Spanish or French or Italian.
 * Debrief:**

**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?)// Homework: 10 sentences (only 5 verbs!) 5 sentences with reflexive verbs and the other 5 with those same verbs except with the double meaning. If they can do this activity than they truly understand how reflexives change the meaning of a sentence and they also show that they understand the structure of reflexive verbs.

**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?)// Tomorrow we will have an attendance quiz. The attendance quiz is a matching game that will show me whether or not the students understand how the reflexive verbs change meaning when they become reflexive. I will also have walked around the classroom while the students were having their conversations about daily routines and so I will know whether the students have mastered this concept or whether they need a bit more time to completely master it. If they could successfully perform the conversation activity and if they do well on the attendance quiz the next day, then I will know that we successfully mastered the lesson objective. The grade on their quiz and the comments I make as I walk around will let them know how they are doing with their performance in reflexive verbs. Evaluate the textbook: I was a little bit confused because I didn’t know whether I should use the textbook pages Dr. Montgomery gave us and then pretend it’s Portuguese or whether I should use the Ponto de Encontro textbook’s reflexive verb section. I did a little bit of both. I assumed that I would be forming a lesson plan for Portuguese…hopefully that’s correct. It was hard to use the excerpts from the Spanish textbooks because it’s completely different in Portuguese. In Spanish you have to rearrange the pronoun sequence and in Portuguese you just have to put it before the verb. Actually, in Portuguese, reflexive verbs have kind of faded out of the common use of the language. But, apparently it’s used a lot in Spanish. The Spanish textbook seemed very confusing. The cultural insights seemed to have nothing to do with the lesson. There was a huge explanation about reflexive verbs and how they compare in English. This seemed a bit confusing. I think they could’ve showed that in a paragraph instead of taking up a lot of the chapter to explain it. It should’ve been a, “just so you know…” fact instead of part of the lesson. I liked the putting your routine in order activity. That helps the students with the vocabulary. I also liked the activity that talked about the daily routine of the teacher. I actually used something similar to that in my lesson plan. I also liked the conversation activity where you describe your daily routine to a fellow classmate. I also used that in my lesson plan. I think there’s a lot missing from this textbook. It’s not visually stimulating and it’s boring. The activities, excluding the ones I mentioned, don’t really allow the students to practice so they can get closer to obtaining the objective. I found videos, songs and I would make a powerpoint to fill in the gaps that are missing. It looks like the present perfect is coming up. We could use our conversations about daily routines to help form conversations about the present perfect.