PACE Model Lesson Plan:
Conjugating daily routine reflexive verbs
Subject: Spanish
Grade: 10th
ACTFL Standards for Foreign Language Learning:Communication 1.1 and 1.2,
Comparisons 4.1
Illinois State Learning Standards: 28.A.1a, 28.B.1a, 28.B.1b, 28.C.1a, 28.C.1b,
28.D.1a, 28.B.2b, 28.C.2b, 28.D.2a, 28.A.3a, 29.C.1c
I. Content: Conjugating daily routine reflexive verbs
II. Instructional Objective: The 10th grade students will be able to identify conjugated
reflexive verbs in Spanish. They will be able to conjugate daily routine reflexive verbs
accurately in all forms, written and orally, and use them in sentences.
This lesson is a continuance of a lesson on daily routine reflexive verbs. It is part of a unit
including vocabulary used in daily routines, time, reflexive verbs, and daily routines in
Spanish-Speaking countries.
Students have already learned the meaning of daily routine reflexive verbs (i.e.
levantarse, ducharse, etc.), vocabulary used in daily routines (i.e. soap, shampoo. razor,
etc.), time, and how to conjugate verbs in the present, preterit, and immediate future
tenses.
III. Instuctional Procedures: PACE Model
Presentation of Meaningful Language: I will present a song to the class that includes
reflexive verbs and give the lyrics to the students. The song is called G.D.B.D. by Ruben
Blades. We will listen to the song as a class while reading the lyrics.
Attention: The regular reflexive verbs in present tense will be bolded and underlined in
the lyrics. After the song is over I will ask the students what they noticed about all the
underlined words, and if they look familiar (because they have learned some of the verbs
in the infinitive forms) and if they remember what they are called. I will ask what they
observe about the endings of the phrases that have “te” in front of them and how the
words that have “se” in front of them end.
Co-Constructing an Explanation: I will ask the students what they think the underlined
words in the song lyrics mean. I will tell them to use context clues and words they
understand to guess. I will help them come up with an explanation of what the words
mean and how to form them. I will use a PowerPoint to guide them to understand that
these are all conjugated reflexive verbs. We will compare them to how we say them in
English (myself, yourself, etc.). The PowerPoint will show the students the reflexive
pronouns for each subject pronoun. I will ask questions to get the students to realize that
the verbs are conjugated in the regular present tense forms, but the reflexive pronoun in
added in front of the verb makes it reflexive.
Extension Activities: I will leave the reflexive pronouns up on the PowerPoint for the
students to use as a reference. I will also give the students a handout with all the
information on the PowerPoint to have as a reference. Students will get with a partner for
an oral practice activity. Each pair will get two envelopes, one with daily routine
reflexive verbs in their infinitive forms, and the other with all of the subject pronouns
(yo, tú, él, ella, Usted, nosotros, vosotros, ellos, ellas, Ustedes). One student will grab one
verb and one pronoun out of the envelopes and conjugate the verb in the correct form,
then try to use it in a sentence. On a piece of paper, they will write down the subject
pronoun, the verb they chose, and the conjugated form. The students will take turns doing
this until all of the verbs have been used. Before they begin I will let them know that a
few of the verbs are stem-changing verbs and tell them how they change. As the students
are doing the activity I will be walking around to make sure everyone is working and to
answer any questions. I may ask for a few volunteers to say one of their sentences aloud
for the class. I will collect the students’ work so I can check to see how well they
understood the lesson and how well they conjugated the verbs.
We will then practice as a class with a PowerPoint. There will be a pronoun and a
reflexive verb that we have already learned on the slides and the class will conjugate it
together. I may call on individual students to conjugate the verbs on their own if I notice
they are not paying attention. If someone seems confused or is not participating, I will
call on them to see if they can conjugate the verb. If they need help, I will clearly explain
how to conjugate the verb.
Next, the students will work with their partners to answer some questions about the song.
They will have to use the new verb conjugations to answer the questions. I will walk
around to answer questions and make sure everyone is on track. Whatever isn't finished
during this class period will be finished in class the next day.
Last, I will hand out and explain the homework, which is a fill in the blank worksheet.
IV. Materials and Equipment:
 Handouts with the song lyrics and questions
 Computer and website to play song
 Powerpoint that shows all reflexive pronouns, explains how to conjugate a reflexive
verb, and includes a review
 Handout explaining how to conjugate reflexive verbs
 Envelopes with reflexive verbs and envelopes with pronouns
Reflexive Verbs in the envelopes:
Despertarse
Ducharse
Cepillarse (los dientes, el pelo)
Afeitarse (la cara, las piernas, etc.)
Vestirse
Secarse (el pelo, el cuerpo)
Maquillarse
Peinarse (el pelo)
Desayunarse
Bañarse
Lavarse (la cara, los manos, etc.)
Acostarse
Pronouns in the envelopes:
Yo, tú, él, ella, Usted, nosotros, vosotros, ellos, ellas, Ustedes

Homework OPIN worksheet
V. Assessment/Evaluation: While the students are practicing with each other I will walk
around and listen to make sure they are conjugating the verbs correctly and accurately
using the verbs in sentences. I will look at the verbs they write down and make sure they
are conjugated correctly. During the class practice I will listen to how well the students
conjugate the verbs. While the students are answering questions about the song I will be
walking around looking at their answers to see how well they understand the new
material. Later when we go over the answers to the questions about the song, I will pay
attention to how accurately the students conjugated the verbs and understood the
questions. I will collect the homework the next day and check for accuracy. There will be
a quiz in the future, and reflexive verbs will be on the unit test.
VI. Follow-up Activities:
 To review, I will hold up a pronoun and a picture of a reflexive verb and have the
students conjugate the verb in Spanish. Or I can act out a reflexive verb and say a
pronoun and have the students conjugate the verb.
 For an in class oral activity, each student will get with a partner and tell them about
their daily routines, including times and using vocabulary words. Partners can ask
questions in Spanish about their daily routines. This will give the students a chance to
practice conjugating the verbs aloud in full sentences and conversations. After the
students have a few minutes to talk, I will ask random students about their own and their
partner’s daily routines.
 We will play a dice game to review the verb conjugations. Students will play in pairs.
Each pair gets two dice, each a different color. One color dice is for the pronouns, the
other is for verbs. Each pair will get a worksheet. The worksheet will explain what each
number on each color dice stands for. For example, on the blue dice, 1=yo, 2-tú, 3=él,
ella, or Usted, etc. and on the red dice 1=levantarse, 2=ducharse, 3=secarse, etc. One
student will roll the dice and conjugate the verb that the “verb dice” says in whatever
form the “pronoun dice” says. For example, if a student rolls a 2 on the blue dice and a 1
on the red dice, he or she will write “tú + levantarse = te levantas”. The students take
turns until they have conjugated the verbs in different forms ten times. The first group to
finish with all verbs conjugated correctly wins.
 For a future assignment 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 written sentences and paragraphs.
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.
Below are the documents I have created for this lesson.
The first is the handout with the song lyrics and questions about the song.
The second is the website where the song can be found.
The third is the PowerPoint presentation used in this lesson.
The fourth is the handout for the students explaining how to conjugate reflexive verbs.
The fifth is the homework assignment, a fill in the blank conjugation worksheet.