Lesson Plan : Using Reflexive Verbs
Teacher Name: | Mariana Morris |
Grade: | College/University |
Subject: | Language Arts |
Topic: | Reflexive verbs |
Content: | The use of reflexive verbs Review of reflexive pronouns. Practice with conjugation and vocabulary. Review of stem changes. |
Goals: | 1) the students will learn to identify reflexive constructions. 2) they will practice vocabulary use and verb conjugation 3)they will practice some listening skills 4) the will create a basic foundation to learn how to narrate thier daily routine. |
Objectives: | To foster cooperative learning as well as independent practice. To address questions that will surface over the course of the exercises. |
Materials: | Handouts for verb conjugation, work and text books. |
Introduction: | Greetings, round of questions to get the students into Spanish mode. |
Development: | Explanation of the subjunctive. |
Practice: | Handouts with various exercises: first, they will practice verb conjugation and memorization. Then, they students will perform group work. |
Accommodations: | I walk around, but in this particular class I sit with two students who are behind despite their hard work. They respond well to more personal attention. The rest of the students work well independently and have a quick understanding of concepts. |
Checking For Understanding: | I check the activities or solve them on the board. I will collect homework the next day. |
Closure: | Assign homework and give them one more example on the use of reflexive verbs. |
Evaluation: | |
Teacher Reflections: | This class is much smaller and has a different composition from all others I have taught. Most of the students in this class are quick learners, but I have a small group of three that remains behind despite their and my efforts and hard work. These students need more individual attention and have responded well to positive reinforcement. In addition to any suggestions you might have, I would like some feedback on how to balance a class when the gap in learning abilities is so wide. |
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