TPR (Total Physical Response) Lesson Plan:



TPR (Total Physical Response) Lesson Plan:

Daily routine reflexive verbs

Subject: Spanish                      Grade: 10th

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

Illinois State Learning Standards: 28.A.1a, 28.B.1a, 28.B.1b, 28.D.1a, 28.B.2b

I.Content: I want my students to be able to identify daily routine reflexive verbs in Spanish.

II.Instructional Objective: When the 10th graders see a daily routine reflexive verb being performed they will be able to say the verb in Spanish. The students will be able to accurately use daily routine reflexive verbs to complete a sentence in Spanish. When they see the verbs in Spanish they will be able to recognize its English equivalent definition.

This lesson is part of a unit including time; vocabulary used in daily routines; daily routine reflexive verbs; and cultures and daily routines in Spanish-Speaking countries.

Students will have already learned how to tell time and how to say at what time they do, did, and are going to do things. They have already learned how to conjugate verbs in present, preterit, and immediate future tenses. They have just learned the vocabulary words for items used in daily routines and rooms of the house.

III. Instructional Procedures:

I will start the lesson by telling the class that we are going to be learning the verbs used for daily routines. I will ask the class what some of their daily routines are, starting from when they wake up every morning. After they answer with some of the verbs I will be teaching, I will then tell them that we will be learning how to say some of these verbs, as well as other daily routines in Spanish, and that we will later incorporate time, items, and rooms of the house. I will explain that these are all reflexive verbs which are actions that one does to oneself, and that in Spanish this always includes the reflexive “se”.

Next, I will hand out a worksheet with pictures of all the verbs we will be learning. I will act out a verb, using props if necessary (tooth brush, razor, etc.), and say the verb I am performing in Spanish. I will have the students do the action along with me and repeat the verb several times while we are performing the action. If I use a prop that we have learned how to say in Spanish I will ask the class if anyone remembers what it’s called to review. I will ask the students what they think the verb means in English to be sure there is no confusion. Then I will put the verb on the board and have the students write the verb next to the appropriate picture on their worksheet.

The following are the verbs included in the lesson:

Despertarse – to wake up

Ducharse – to take a shower

Cepillarse (los dientes, el pelo) – to brush (your teeth, hair)

Afeitarse (la cara, las piernas, etc.) – to shave (your face, legs, etc.)

Vestirse/Ponerse la ropa – to get dressed

Secarse (el pelo, el cuerpo) – to dry (your hair, body, etc.)

Maquillarse – to put on makeup

Peinarse (el pelo) – to comb (your hair)

Desayunarse – to eat breakfast

Bañarse – to take a bath

Lavarse (la cara, los manos, etc.) – to wash (your face, hands, etc.)

Acostarse – to go bed

Next, students will get with a partner and I will give each partner an envelope with all of the new verbs in it. The students will play charades with their partner, using their handouts with the new verbs as a reference. The first partner will grab a verb out of the envelope and act it out for their partner to guess. They will take turns doing this until all verbs have been acted out.

Next, I will have a volunteer come up and grab a verb out of my envelope and act it out for the class to guess. I will keep asking for volunteers (or call on students) until all the verbs have been acted out for the class.

Next, I will hand out an OPIN (fill in the blank) activity and explain how to do it. Students will work with a partner to fill in the blanks with the reflexive verbs. Then we will go over the answers in class.

Last, I will hand out the homework, which is a matching activity. The students will have to match the Spanish verb to its English equivalent definition. I will also remind the students to be working on their research poster projects which will be due at the end of this unit. In this project, students research a Spanish-speaking country and make a poster about the country. They will present the posters to the class, and I will keep the best posters and hang them in the classroom.

IV. Materials and Equipment:

• Props for acting out daily routines (toothbrush, razor, etc.)

• Verbs written out on magnets to put up on the board

• Worksheet with pictures of daily routines for the students to write down the verbs next to the corresponding pictures

• Envelopes with cut outs of the new reflexive verbs inside for the partner activity

• OPIN activity handout

• Matching activity for homework

V. Assessment/Evaluation: In class, when the students act out the verbs for the class, I will see how long it takes for the students to remember what verb it is and if they have to look for it on their worksheet.  I will later collect the homework for accuracy. I will also have a quiz in the future with the pictures of the daily routines and the students will write in the verbs next to each picture

VI. Follow-up Activities:

• To review, I will hold up the pictures of the verbs or act out the verbs, and I will have the students say the verb in Spanish. Another way I will review is by holding up big flash cards with the verbs written out on them in Spanish. I will ask the class to say what verb it is in English. The other sides of the flash cards will have the Spanish equivalent of the verb on the other side. When the students are more comfortable with the verbs I will hold up the English side and have them say the verb in Spanish.

• In-class partner activity: Later, after teaching how to conjugate the reflexive verbs, I will have students work in pairs and tell their partner some of their daily routines using time, items, and rooms of the house. This will give the students a chance to practice conjugating the verbs verbally and use other material from the unit.

• Homework: Later, after learning how to conjugate the reflexive verbs, 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 sentences. They will have to use time, items, and rooms of the house as well.

• Review game: Students will play “snatch the word”. The class will be divided into small groups and each group will get a stack of cards with the new verbs on them. I will say a verb in English and the first student to grab the word in Spanish gets a point. The students with the most cards from each group at the end are the winners.

• Review game: As a review game will we later play “Matamoscas” (Fly swatters). I will have the verbs scattered throughout the board and divide the class down the middle into 2 teams. One person from each team will come up to the board at the same time. I will have volunteers come up and pick out a verb from an envelope and act it out, using my props if they want to, or I will chose a verb and say it in English. The first person to find the verb in Spanish on the board and hit it with their fly swatter will earn a point for their team. The students who are not at the board should have their vocabulary lists out and telling their teammates where to look for the verb on the board. The team with the most points at the end of the game wins.

• Online review activities: If a computer lab or lap tops are accessible, students will have a day to work on computer lab activities I will create on “Quia”. These activities will help them practice the unit content including vocabulary, verb conjugations, and time.

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. 

Attached below are the worksheets for this lesson.

The first is the worksheet with the pictures of the verbs.

The second is the fill in the blank activity that will be done in class.

The third is the matching activity that will be done for homework.

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