Reflexive Pronouns Lesson Plan

Instructor: Kerry Gray

Kerry has been a teacher and an administrator for more than twenty years. She has a Master of Education degree.

This lesson plan provides teachers with support as they teach students about reflexive pronouns. Students will learn the terminology, as well as some examples of reflexive pronouns that can be applied to writing and speaking.

Learning Objectives

After this lesson students will be able to:

  • appropriately use reflexive pronouns in context
  • define and provide examples of reflexive pronouns


This lesson will take approximately 30-45 minutes.



Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


  • intensive pronoun
  • object
  • pronoun
  • reflexive pronoun


Activate prior knowledge by having students write down as many different pronouns as they can think of in one minute. Have students share their lists to review pronouns and determine if anyone thought of a reflexive pronoun. Point out to the class that this is the type of pronoun we will be working on today.

Begin to watch the lesson Reflexive Pronoun: Definition & Examples as a class. Pause at 1:41 to ask the following questions:

  • How is a reflexive pronoun different from other pronouns?
  • Why is it important to identify the subject and object of a sentence when using reflexive pronouns?
  • Why do we need pronouns?

Watch the remainder of the video with students.

Have students add reflexive pronouns to their list of pronouns.

Use the lesson's printable worksheet| ] to check for understanding.

Pronoun Sort

Materials needed: a set of prepared index cards for each group. Index cards are prepared with a pronoun on each card.

Divide students into small groups.

Provide each group with a set of cards.

Have students sort the cards into groups of reflexive and not reflexive pronouns.

Have each group create a short, silly shared writing that includes at least six reflexive pronouns. Of those pronouns, at least two should be used as intensive pronouns.

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