Hello
everyone and Happy New Year!
I just
put this lesson plan together for a fellowship I am applying for and thought I
would share it with you! It follows my Reflexive Pronoun Unit that I give as a sub plan for all of you who have taken
one of the Fun To Teach workshops. This
alternate form can be used by anyone using their own picture cards.
Happy
Teaching!
Audience
This
lesson is intended for teachers of English learners in elementary grades 1st
- 3rd who are at an Early Intermediate to Early Advanced English proficiency
level. This lesson can be used for small
groups or in whole class settings and is appropriate for all genders and
nationalities. A simple change of
picture cards may be need to meet cultural standards
Purpose/goals
At the conclusion of this lesson, students will be able
to differentiate between the reflexive pronouns.
Listing
of student outcomes
Students will communicate effectively 80% of the time when
using reflexive pronouns to describe what people are doing in pictures.
Teacher
and student roles and activities
Introduction: Teacher: Briefly introduce reflexive pronouns and
describe their meaning.
The lesson: Teacher presents the pronoun chart
in detail. Explicitly teaching when to
use “it” (I can do it myself.) and when not to (He can shave himself.)
Teacher writes the subject pronoun and the
corresponding reflexive pronoun on the board.
Students discuss the meaning of the reflexive pronoun. Teacher checks for student understanding.
Chant:
• Teacher introduces the chant while the students
listen for the reflexive pronouns.
• Call Back: Students repeat lines after teacher.
•Students raise their hand every time they hear a
reflexive pronoun.
• Teacher passes out the reflexive pronoun word cards
one per student. Teacher recites the chant. Students hold up their reflexive
pronoun card when they hear their word.
The Activity: Teacher introduces the following
prompt and reply.
Prompt:
Who do/does _____ see in the mirror? Reply: _____ see/sees _____in the
mirror.
Teacher holds up one reflexive pronoun card at a
time. Students practice by looking at
the card and speaking the prompt and reply. Students ‘Call Back’ repeating
after teacher until they successfully repeat the structure. Students continue
the practice by having a girl pretend to look in the mirror, a boy look in the
mirror, and two students look in the mirror, etc.
The Game: Teacher
divides class into 2 lines and names the first person of each line as the team
leader.
• Beginning with the team leader the teacher reads and shows
one of the picture cards. The first student to give the corresponding reflexive
pronoun wins and goes to the end of their line
• The next student in line plays against the remaining
student
• The team that has the leader back to the front of the
line wins!
Wrap up: Refer to the objective. Parting Passport:
Teacher asks the
students to say their favorite line of the day using a reflexive pronoun.
Theme
The
overarching theme of the lesson is the introduction and practice of reflexive
pronouns in oral conversation for English language learners at the
intermediate/early advanced level of English.
Timing
35 minute
lesson
·
Introduction: 3-5 minutes
·
The lesson: 5-10 minutes
·
The Chant: 5 minutes
·
The Activity: 5 minutes
·
The Game: 10 – 12 minutes
·
Wrap up: 3-5 minutes
Materials/Technology
Picture cards, reflexive pronoun cards, and chant for
reflexive pronouns. Optional: mirrors
Preparation:
Write the reflexive pronoun chart on board or display
with overhead or document camera (see chart below). Copy and cut the cards. Print copies of the chant.
Pre and
Post Assessment measures
Students
are given a variety of pictures requiring the use of reflexive pronouns.
Students
orally describe what is happening to the people in each picture.
Teacher
records the proper and improper oral use of reflexive pronouns.
Click here if you would like to see the Reflexive Pronoun Unit at my store on
Teachers Pay Teachers!
