June 19, 2018
|
by April Brown

EL Support Lesson

Exploring Reflexive Pronouns

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This lesson can be used as a pre-lesson for the Preview with Post-Its! lesson plan.
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This lesson can be used as a pre-lesson for the Preview with Post-Its! lesson plan.
Academic

Students will be able to read grade level text with purpose and understanding.

Language

Students will be able to recognize reflexive pronouns in grade level text using a peer review checklist.

(2 minutes)
  • Write the following sentence on the board:
    • The little boy saw himself in the water.
  • Call on a student to read the sentence aloud and circle the subject of the sentence.
  • Remind students that the subject of a sentence is who or what the sentence is about.
  • Explain to the students that today they will be learning about a part of speech called reflexive pronouns. Write the words "reflexive pronouns" on the board. Tell students that a reflexive pronoun is a pronoun that refers back to the subject of the sentence. Explain that reflexive pronouns are used when the subject and the object of the sentences are the same.
  • Circle the word himself in the sentence you wrote on the board. Explain to students that himself, the object, is also referring to the boy.
  • Tell students that reflexive pronouns can also be used to emphasize the subject.
  • Write the next sentence on the board:
    • The girl will pick up the toys herself.
  • Explain to students that the word herself emphasizes that the girl will do the job on her own.
  • Ask students to raise their hands if they have heard or read a reflexive pronoun before. Remind students that learning to recognize and use new parts of speech will help them become better readers.
  • Tell students that they can use the image of a mirror to think about reflexive pronouns because a mirror's job is to reflect back to you, just like a reflexive pronoun. Ask the students to stand up and repeat the following choral chant and movement:
    • I (point to self) see (point to eyes) myself (draw a mirror with fingers) reflexive pronoun (clap to the rhythm of the syllables).
(10 minutes)
  • Split students up into small groups and pass out a set up the reflexive pronoun cards to each group of students.
  • Model mixing the cards up on the tabel and finding the cards that match. For example, I and myself go together.
  • Have students finish matching the pronouns with the reflexive pronouns. Allow one group of students to share their answers.
  • Write the following sentence frame on the board:
    • ____ walked to the park by ____.
  • Explain to students that they will be finishing the sentence frame using subject pronouns and reflexive pronouns.
  • Create a T-chart on the board and label the left column "Subject Pronouns" and the right column "Reflexive Pronouns."
  • Write down the following words under the column labeled "Subject Pronouns:" I, you, he, she, we, they.
  • Model finishing the sentence frame using one of the subject pronouns. For example, write "I walked to the park by ____," and model thinking aloud to finish the sentence. Say, "I'm wondering how to create a reflexive pronoun that will finish the sentence. Hmm. Let me think...who can remember the chant and movement we did in the beginning of the lesson? (provide wait time for students to think) Oh yes, 'I (point to self) see (point to eyes) myself (draw a mirror with fingers) reflexive pronoun (clap to the syllables).' I think the reflexive pronoun for I would be myself."
  • Ask students to show a thumbs up if they agree or a thumbs down if they disagree.
  • Finish the sentence by writing the word "myself" on the line. Record the word "myself" in the right column of the T-chart.
  • Encourage a few students to come up to the board to model figuring out the reflexive pronouns that connect to the subject pronouns you and he.
  • Remind students to refer back to their pronoun cards for support and pass out the whiteboards and whiteboard markers for students to record their answers.
  • Have students figure out the remaining reflexive pronouns for the pronouns she, we, and they in their small groups. When the groups are finished, ask a few students to record their answers on the whiteboard.
(10 minutes)
  • Write the following sentence frames/starters on the board and allow the students to choose a partner to work with to complete them. Explain to students that they will finish the sentences and then read them aloud to their partner to check for understanding:
    • Can he carry heavy bags by ____?
    • She took pictures of ____ smiling.
    • They will cool ____ in the lake.
    • I read quietly to ____ after dinner.
  • Give students a few minutes to finish the sentences, and read them aloud before asking them to create one or two sentences using reflexive pronouns with their partner.
  • Review sentences as a whole group, clarifying any misunderstanding and reteaching concepts as needed.
(10 minutes)
  • Ask students to go back to their seats and get out their reading logs or journals. Provide a word bank on the board with the following words: reflexive pronouns, myself, himself, herself, yourself, ourselves, themselves.
  • Write the following paragraph frame on the board:
    • I learned about ____ today. An example of a ____ is ____. I can use ____ in the following sentence: ____.
  • Give the students about five minutes to finish their paragraph frames. Rotate around the room to assist students as needed. Next, ask students to stand up and get into A–B partnerships. Have student A read the finished paragraph frame aloud and allow time for student B to read the paragraph aloud.
(5 minutes)
  • Pass out the Formative Assessment: Peer Review Checklist worksheet. Read through the checklist and ask a student to come up and model completing the checklist as you read aloud. Clarify any confusion and explain that feedback from our peers is a wonderful way to help us become better readers.
  • Ask partner A and partner B to reread their paragraphs to each other one more time, filling out the checklist for their partner as they listen. Collect the Formative Assessment: Peer Review Checklist and use the students' ratings to guide further instruction on reflexive pronouns and oral discussion practice.
(3 minutes)
  • Gather the students and ask them to stand up and repeat the following choral chant and movement:
    • I (point to self) see (point to eyes) myself (draw a mirror with fingers) reflexive pronoun (clap to the rhythm of the syllables).
  • Have the students do a think-pair-share with their neighbor, responding to one of the following discussion questions:
    • Something new I learned today was ____.
    • An example of a reflexive pronoun in a sentence is ____.
    • Something I can do better in the future when reading aloud is ____.

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