Objectives (5 - 7 minutes)

1. Understanding Reflexive and Relative Pronouns: Students should be able to clearly understand the concept of reflexive pronouns and relative pronouns in the Spanish language. This includes identifying their correct function and usage in different contexts.

2. Differentiation between Reflexive and Relative Pronouns: Students should be able to distinguish between reflexive pronouns and relative pronouns, both in terms of form and function. This involves recognizing the structural and semantic differences between the two types of pronouns.

3. Practical Application: Students should be able to apply what they have learned about reflexive pronouns and relative pronouns to reading and writing in Spanish. This includes the ability to identify and use these pronouns correctly in sentences and texts.

Secondary Objectives:

1. Development of Communication Skills: Through the study and practice of reflexive pronouns and relative pronouns, students should also develop their communication skills in Spanish, especially in terms of written expression and comprehension.

2. Promotion of Linguistic Critical Thinking: By exploring the complexity and subtlety of using reflexive pronouns and relative pronouns, students will also be developing a deeper critical thinking about the structure and meaning of language.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher begins the lesson by reminding students of fundamental concepts of pronouns in Spanish, such as the basic definition of pronouns, their functions, and examples of personal pronouns (yo, tú, él/ella, nosotros, vosotros, ellos/ellas). This review will serve as a solid foundation for the Introduction to reflexive and relative pronouns.

2. Initial Problem Situations: To spark students' interest, the teacher can propose two initial situations involving the use of reflexive and relative pronouns. For example:

   • "Imagine you are writing a letter to a friend who lives in Spain. How could you use reflexive pronouns to talk about your daily actions and routines?"
   • "Now, imagine you are reading a news article in Spanish about a car accident. How could you use relative pronouns to describe the people involved in the accident?"

3. Contextualization of the Topic's Importance: The teacher then explains the importance of reflexive and relative pronouns in the Spanish language. He may mention how these pronouns are widely used in different contexts, from everyday conversations to literary and academic texts. The teacher may also highlight how the correct use of these pronouns can improve the clarity and fluency of communication in Spanish.

4. Introduction to the Topic: Finally, the teacher introduces the topic of reflexive and relative pronouns in an intriguing way. He may mention how the correct use of these pronouns can completely change the meaning of a sentence, or how famous Spanish writers and poets use these pronouns in a creative and expressive way. Additionally, the teacher may share some curiosities about the origin and evolution of these pronouns in the Spanish language.

   • "Did you know that the Spanish language has more reflexive pronouns than many other languages? This reflects the importance that Hispanic culture gives to the idea of 'reflection' or 'turning towards oneself'."

   • "And here's a curiosity: did you know that in some regions of Spain, people use reflexive pronouns differently than in other regions? This shows how the language is always evolving and adapting to local usage."

This Introduction should spark students' curiosity and prepare them for a deeper learning of reflexive and relative pronouns.

Development (20 - 25 minutes)

1. Roleplay Activity: 'A Day in the Life of...' (8 - 10 minutes)

   • Description: The teacher divides the class into groups of 4-5 students and provides each group with a different scenario. Each scenario describes a day in the life of a different person (for example, a student, a doctor, a teacher, an athlete). Students have to use reflexive pronouns to describe the actions and routines of this person throughout the day.

   • Activity Steps:

     1. The teacher distributes the scenarios and explains the instructions.
     2. Students discuss in their groups how they would use reflexive pronouns to describe the actions and routines of the person in their scenario.
     3. Each group prepares a short oral presentation of their scenario, using reflexive pronouns correctly.
     4. The groups present their scenes to the class.

   • Activity Objective: This activity aims to help students understand and apply practically the use of reflexive pronouns in everyday contexts.

2. Writing Activity: 'The Relative Adventure' (10 - 12 minutes)

   • Description: Still in their groups, students receive a list of simple sentences in Spanish that contain blank spaces where relative pronouns should be inserted. Students have to identify the appropriate relative pronoun (quien, que, donde) for each sentence and write the complete sentence.

   • Activity Steps:

     1. The teacher distributes the list of sentences and explains the instructions.
     2. Students work together to identify the correct relative pronoun for each sentence and write the complete sentence.
     3. The groups share their answers with the class.
     4. The teacher provides feedback and clarification as needed.

   • Activity Objective: This activity aims to help students identify and use relative pronouns correctly in written sentences.

3. Reading and Text Analysis Activity: 'The Mystery of Pronouns' (2 - 3 minutes)

   • Description: The teacher distributes a short text in Spanish that contains several examples of reflexive and relative pronouns. Students read the text and then work in their groups to identify and discuss the reflexive and relative pronouns used and the role they play in the text.

   • Activity Steps:

     1. The teacher distributes the text and explains the instructions.
     2. Students read the text individually.
     3. In their groups, students discuss and note the reflexive and relative pronouns they found, as well as the role these pronouns play in the text.
     4. The groups share their observations with the class.
     5. The teacher leads a class discussion on the use of reflexive and relative pronouns in the text.

   • Activity Objective: This activity aims to help students recognize and understand the use of reflexive and relative pronouns in an authentic reading context.

These Development activities should allow students to actively apply what they have learned about reflexive and relative pronouns, while promoting group collaboration and critical thinking.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • Description: The teacher gathers all students for a group discussion on the solutions or conclusions found by each group during the activities. Each group will have a maximum of 2 minutes to share their findings.
   • Activity Steps:
     1. The teacher asks each group to briefly share the solutions or conclusions they found during the activities.
     2. Students from other groups are encouraged to ask questions or make comments about each group's findings.
     3. The teacher facilitates the discussion by asking clarifying questions, providing feedback, and correcting any misunderstandings.
   • Activity Objective: This activity aims to consolidate students' learning, allowing them to learn from each other and clarify any remaining doubts.

2. Connection to Theory (2 - 3 minutes):

   • Description: The teacher then connects students' findings during the activities with the theory of reflexive and relative pronouns. He reinforces key concepts, examples, and rules, and explains how they were applied in the activities.
   • Activity Steps:
     1. The teacher reviews the key concepts of reflexive and relative pronouns, and how they were used in the activities.
     2. The teacher makes specific reference to the students' solutions or conclusions during the activities, explaining how they demonstrate the correct application of the theory.
     3. The teacher answers any remaining questions and clarifies any misunderstandings.
   • Activity Objective: This activity aims to reinforce students' understanding of the theory of reflexive and relative pronouns, and how they should be used.

3. Individual Reflection (2 - 3 minutes):

   • Description: Finally, the teacher asks students to reflect individually on what they have learned during the lesson. He asks reflection questions to help students think about the topic from different perspectives.
   • Activity Steps:
     1. The teacher provides reflection questions, such as: "What was the most important concept you learned today?" and "What questions have not been answered yet?".
     2. Students have a minute to think about their answers.
     3. Some students are invited to share their answers with the class, if they wish.
   • Activity Objective: This activity aims to encourage students to reflect on their own learning and identify any areas of confusion or doubt that may need further clarification.

This final Return helps consolidate students' learning, allowing them to reflect on what they have learned, connect theory to practice, and identify any areas that may need further study or clarification.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes):

   • Description: The teacher concludes the lesson by summarizing the main points covered during the session. He recaps the definition and function of reflexive and relative pronouns, the differences between them, and how they are used in sentences and texts in Spanish.
   • Objective: The goal of this summary is to reinforce the main concepts of the lesson and ensure that all students have understood the information shared.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes):

   • Description: The teacher emphasizes the connection between the theory of reflexive and relative pronouns, the practical activities carried out during the lesson, and the real-world applications of these pronouns in the Spanish language. He highlights how theoretical understanding is essential for practical application and how group activities helped reinforce this understanding.
   • Objective: This step aims to consolidate students' learning, demonstrating the relevance and applicability of what was taught.

3. Extra Materials (1 - 2 minutes):

   • Description: The teacher suggests additional study materials for students who wish to deepen their knowledge of reflexive and relative pronouns. These materials may include online exercises, explanatory videos, Spanish grammar websites, and authentic texts in Spanish that exemplify the use of these pronouns.
   • Objective: The intention is to encourage students to continue learning about the topic outside the classroom and to develop a mindset of autonomous learning.

4. Topic Relevance (1 minute):

   • Description: Finally, the teacher highlights the importance of reflexive and relative pronouns in everyday life and in different contexts, such as in everyday communication, academic writing, and Spanish literature. He reinforces that mastering these pronouns not only improves communication skills in Spanish, but also contributes to a deeper understanding of language structure and meaning.
   • Objective: The goal of this stage is to motivate students to value and apply what they have learned, recognizing the relevance and practical utility of the knowledge acquired.

This final Conclusion helps to end the lesson meaningfully and prepare students for future study of the topic. Additionally, it provides an opportunity for the teacher to assess students' understanding of the topic and identify any areas that may need review or reinforcement in future classes.