Bottom-Up Lesson: Reflexive Verbs

1. Descriptive Data a. This lesson will teach Spanish reflexive verbs to Spanish 2 students. They will be

introduced to the idea of the subject and object receiving the action being the same in a sentence.

b. It will be taught to a group of primarily sophomore and junior students during their first period in the style of a bottom-up lesson.

2. Content a. Reflexive verbs: a verb is reflexive when the subject and object are the same. It is

identifiable by a regular infinitive word with an added “se” on the end. b. The “se” in the reflexive verb is known as a reflexive pronoun. It will remind students of

the IOPs that they have already learned. c. Conjugating reflexive verbs is the same as conjugating any other verb except the student

has to move the “se” from being attached at the end of the verb to being separated and before the conjugated verb.

d. Students need to know the different meanings between the same verb with and without the “se” attached on the end. They also need to understand that the literal translation from Spanish to English is someone doing an action to themselves.

e. Students will be referencing their new vocabulary sheets that relate to morning/evening routines and taking care of oneself hygienically.

3. Materials a. Students

i. A piece of paper to take notes and practice examples on. ii. Their vocabulary sheets for the unit. iii. A worksheet that requires students to conjugate reflexive verbs in both the present

and past preterite tense, and logically order reflexive verbs based on daily routines.

b. Teacher i. A chart on the board to show the different conjugations of reflexive verbs. The

focus is on the “me, te, se, nos, se” components of the conjugations. ii. Pre-determined examples of verbs that change meaning when a “se” is added to it. iii. Pre-made sentences to give as examples of the “self” meaning made by reflexive

verbs.

4. Learning Objectives

a. Students will identify the subject and object receiving the action (IOP) of a sentence, and the literal translation of the sentence with reflexive verbs to fully comprehend the idea of doing something to oneself.

b. Students will practice using reflexive verbs in sentences that have the same subject and object receiving the action by translating and conjugating sentences that describe their morning routines.

c. Students will correctly conjugate reflexive verbs by moving the attached “se” at the end of verbs to being separate and placed before the conjugated verb, and conjugating the verb normally.

d. Students will review and work with new vocabulary to identify reflexive verbs and describe a typical daily routine.

5. Anticipatory Set Hola clase! Hoy vamos a aprender sobre los verbos reflexivos en español. Today we are going to learn about Spanish reflexive verbs. We don’t have reflexive verbs in English so the translation of Spanish sentences with reflexive verbs to English can be a little awkward. But let’s take a look at what these verbs mean. Ustedes recibieron vocabulario nuevo ayer entonces quiero que saquen esta hoja que tiene las palabras. Please get out your new vocab sheets. Looking at the sheet, which Spanish words do you think are reflexive verbs? Cuáles palabras o verbos parecen diferentes de los demás? Me pueden dar unos ejemplos? Voy a escribir una lista aquí en la pizarra. Now that you guys have identified all the different verbs, qué es la diferencia? Sí, perfecto. If you look at this list you will notice that they all end with a “se.” They are all what we call “reflexive verbs” and noticing the “se” is the first step to identifying them.

6. Procedure a. Anticipatory Set

i. Introduce students to the idea of Spanish reflexive verbs even though they do not exist in English and the translation might seem weird.

ii. Review the new vocabulary that the students were given in the class before and have them pick out the reflexive verbs. Write a list of those on the board.

iii. Identify the most basic characteristic of reflexive verbs: the “se” ending. b. Expand on the definition of a reflexive verb by explaining that a verb is reflexive when

the subject and the object (receiving the action) are the same. i. Give the example: “Me baño” literally translated means “I wash myself.” The

subject of the sentence is “I,” the verb is “wash,” and the object is “myself.” Since the subject and object are the same, this is an example of a sentence with a reflexive verb. Give the counter example: “Baño el auto” literally translated means “I wash the car.” The subject of the sentence is “I,” the verb is “wash,” and the object is the “car.” Since the subject and object are not the same, this is not an example of a sentence with a reflexive verb.

ii. Give the example: “Me pongo la chaqueta” literally translated means “I put the jacket on myself.” Physically put the jacket on. Since the subject and object are the same, this is an example of a sentence with a reflexive verb. Give the counter example: “Pongo la chaqueta en la mesa” literally translated means “I put the jacket on the table.” Physically put the jacket on the table. Since the subject and object are not the same, this is not an example of a sentence with a reflexive verb.

c. Reiterate that a verb is reflexive when they action of the verb remains with the subject because the verb’s subject is acting on itself. That is the key word for the English translation, “self.”

i. Look at another example: “Quiero bañarme.” We would say that as “I want to take a bath.” But it literally means that “I want to bathe myself.”

d. Point out that in the first example and the definition “self” is prevalent and it is the important characteristic of reflexive verbs. Remind students of IOPs. An IOP receives the action in a sentence so reflexive verbs have an IOP attached at the end of them. The IOP attached to the reflexive verb is always the same as the subject of the sentence and conveys the meaning “self.”

i. The IOPs are: me, te, se, nos, and se. e. Define these IOPs as reflexive pronouns. They make the following meanings (write these

on the board): i. Me = myself ii. Te = yourself iii. Se = himself/herself/itself iv. Nos = ourselves v. Se = themselves/yourselves

f. Students have lots of practice conjugating verbs in a normal or regular setting, now they will learn how to conjugate reflexive verbs. Before they would conjugate a verb according to the subject pronouns – yo, tú, él/ella/usted, nosotros, ellos/ellas/ustedes. Now they will conjugate these verbs for the reflexive pronouns – me, te, se, nos, se. Explain how that even though the “se” is attached to the end of verb when it is in its infinitive form, we move that “se” to conjugate. Take the “se” off the end and conjugate the verb normally for the subject of the sentence. The “se” is relocated before the conjugated verb and changes to agree with the subject.

i. Ask students for a reflexive verb from their vocabulary sheet. Use that word to fill out a verb chart on the board.

g. Give students sample sentences for them to conjugate. Give sentences in both English and Spanish:

i. English: I wake myself up. He shaves himself. They put clothes on themselves. ii. Spanish: Me maquillo. Te duchas. Nos cepillamos los dientes.

h. Go over the answers on the board: i. English to Spanish: Me despierto. Él se afeita. Ellos se ponen la ropa.

ii. Spanish to English: I put makeup on myself. You shower yourself. We brush ourselves/our own teeth.

i. Instruct students to work on the following stations. i. Station 1: this worksheet is simply for them to practice conjugating. They will

have a list of different verbs with subjects and they have to conjugate each one appropriately.

ii. Station 2: this worksheet asks them to conjugate each verb twice – in the present and past preterite tense.

iii. Station 3: at this station the students have to put a series of vocabulary words in order according to students’ daily routines.

iv. Station 4: the students will need to describe their family’s morning routine using at least 5 vocabulary words in 5 sentences; they need to talk about everyone in their family. They will do the same for their family’s nightly routine.

v. Station 5: there three pairs of pictures that help students distinguish between verbs that need “se” added to them and verbs that do not. Students need to write sentences for each pair of pictures to describe what is going on in each picture using reflexive and regular verbs.

7. Checking for Understanding a. Bloom’s Taxonomy

i. Level 1 – Knowledge: Students will identify which verbs on their vocabulary sheets are reflexive verbs. They will point out that those verbs are different from other verbs because of the attached “se” making them reflexive verbs.

ii. Level 2 – Comprehension: Students will translate Spanish reflexive verbs into English by using any combination of the word “self.” Students will also translate small phrases into both English or Spanish still using reflexive verbs and the vocabulary words that they received during class the day before.

iii. Level 3 – Application: Students will complete verb charts to conjugate verbs according to reflexive pronouns. They will use “me, te, se, nos” combined with regular verb conjugations.

iv. Level 5 – Synthesis: Students will use the new information the complete a worksheet where they have to conjugate reflexive verbs in both the present and preterite tenses – preterite tense was not used by the teacher or incorporated into the examples.

v. Level 6 – Evaluation: Students will order reflexive verbs according to students’ opinions of daily routines.

Español 2: VOCABULARIO CAPÍTULO 2 LECCIÓN 2

LA RUTINA DIARIA

acostarse

afeitarse

apagar la luz

arreglarse

bañarse

cepillarse (los dientes)

despertarse (ie)

dormirse (ue)

ducharse

encender (ie) la luz

entrenarse

lavarse

levantarse

maquillarse

peinarse

ponerse la ropa

secarse

tener prisa

tener sueño

CUANDO LO HACES

a veces

frecuentemente

generalmente

normalmente

LO QUE SE USA PARA ARREGLARSE

el cepillo (de dientes)

el champú

la crema de afeitar

el desodorante

el jabón

la pasta de dientes

el peine

el secador del pelo

la toalla

EL CUERPO

la cara

el codo

el cuello

el dedo

el dedo de pie

el diente

la garganta

el hombro

la muñeca

el oído

la uña

Station 1:

Station 2:

Crean las formas del presente y del pretérito. (Create the present and preterite tense verb forms.)

Modelo: Yo acostarse → me acuesto, me acosté

1. Tú afeitarse

2. Ud. arreglarse

3. Él bañarse

4. Ella cepillarse

5. Nosotros despertarse

6. Vosotros dormirse

7. Ellos ducharse

8. Ellas entrenarse

9. Mi amigo lavarse

10. Los compañeros levantarse

11. Mis amigos y yo maquillarse

12. Los Denison peinarse

13. La clase ponerse

14. Paco y sus hermanos secarse

Station 3:

Pongan estas acciones en una orden lógica. (Put these verbs in a logical order)

Modelo: secarse, despertarse, afeitarse la cara → despertase, afeitarse la cara, secarse

1. secarse, bañarse, levantarse

2. ponerse la ropa, maquillarse, levantarse

3. cepillarse los dientes, despertarse, encender la luz

4. ducharse, entrenarse, secarse el pelo

5. tener sueño, apagar la luz, dormirse

6. arreglarse, dormirse, acostarse

Station 4:

Escribir tu rutina diaria de la mañana para tu familia. Incluir por lo menos 5 cosas que cada persona en tu familia hace por la mañana.

Escribir tu rutina diaria de la noche para tu familia. Incluir por lo menos 5 cosas que cada persona en tu familia hace por la noche.

Station 5: Describe la diferencia entre las dos fotos

1.

2.

3.

diferencia entre las dos fotos