Abigail Farciert Lesson Plan

Standards a) Content Area - Standard 1: Students will be able to use a language other than English for communication. o Student will communicate using Spanish in both written and oral form. b) Technology Standard - Standards 1: Basic Operations and Concepts o Students demonstrate a sound understanding of the nature and operations of technology systems. - Standard 3: Technology productivity tools o Students use technology tools to enhance learning, increase productivity and promote creativity. - Standard 4: Technology communications tools o Students use telecommunications to collaborate, publish and interact with peers, experts, and other audiences. - Standard 6: Technology problem-solving and decision-making tools o Students use technology resources for solving problems and making informed decisions.

Learning Objectives: Students will be able to understand when it is appropriate to use a certain form of object pronouns. They will be able to distinguish between using direct, indirect and double object pronouns in a sentence. Students will know when it is applicable to use indirect, direct or both at the same time throughout their response. They will be completely familiarized with the endings of each portion and will be able to conjugate when necessary. Students will be able to apply the knowledge they have learned in class to properly play both games included in the lesson plan. They will be using these games a practice and will have the links to practice the topic at home.

Learning Activity To start off the class I will have students log into the computers and go to my website student.plattsburgh.edu/afarc001. They will go to my resources and open up the TEACH ME link. This matching game will serve as a review for possessiveness of yo/ el/ ella/ ellos/ ellas/ nostoros. Students should be given at most 10 minutes for this activity just for them to get started and settle in. After I will review the indirect and direct object pronoun as explained in the provide information segment. Following those plans the student should receive worksheet number one. I will explain to them that once they feel comfortable with using these individually it will be easy to understand double object pronouns. They will be allowed to work with their peers for this activity. We will then review the worksheet as a class and move on to our next class activity. This activity will serve as a motivator to get student interested in the topic. In my resource tab on my website there will b a link for the game Rags to Riches. This will further enhance their practice on differentiating between direct and indirect objects. The game involves levels where student can win fake money by selecting the correct answer. The harder the sentence the more money they receive. The objective is to motivate students to critically think about their answers before submitting it, in hopes to win more money. After these two activities student should feel more comfortable with the concepts and be prepared to combine both indirect and direct objects. After providing instructions and information on double object pronouns, they will have further practice on this topic.

Provide Information 1) In order for students to understand how to use both direct object and indirect they must understand how to use them separately. Although they have learned this previously it is important for us to do a brief review to they have mini reminder of which ending belong in what category. Before class begins I will write both charts below on the board. I will first go over the direct object ending by asking students to repeat them out loud. I will then provide some examples for full comprehension. I will do the exactly same steps for indirect object giving them examples as well to help visualize the differences between direct and indirect. Following this they will work on worksheet number one.

The Direct Object pronouns:

Yo Tu l, Usted (male) ["it" masculine] me te nos os Nosotros Vosotros

The Indirect Object pronouns:

Subject Pronoun Yo Indirect Object pronouns Me Te Le Nos Os Les

lo

los

Ellos, Ustedes ["those things" masculine] Ellas, Ustedes ["those things" feminine]

T l, ella, usted Nosotros

Ella Usted (female) ["it" feminine]

Vosotros Ellos, ellas, uds.

la

las

2) After I have reviewed those two concepts I will move on how to use both as double object pronouns and give them examples for better insight. I will give my students 2-3 sentences and break them down word for word to identify the different components. For example Yo te doy el juegete a ti. The Yo is the subject te (indirect) doy (verb) el juegete (direct) a ti (indirect). So we will refer to our chart to see what replacements we would need for the direct/indirect objects. El juegete will be lo (masculine and direct) and te doesnt require a replacement. Thus our outcome is Te lo do. I will note that the indirect object ALWAYS come first. 3) Students will then go on to my website students.plattsburgh.edu/afarc001 and click on Resources. At this point they will have the opportunity to play Rags to Riches where they will practice using double object pronouns. After about 10 minutes they will then work on worksheet number two. For that worksheet they will be given another 10 minutes. Finally with the remaining time they will go back to Resources and pair up to play Jeopardy.

Provide Practice Once I have fully and thoroughly reviewed the concept of double object pronouns I will give my students two practice activities in which they will be assessed on. The first activity will consist of a worksheet labeled as Activity 2. This activity is individual work and student will have to use the double object technique. Although it does have similar questions as activity one the instruction state that they MUST use the double object form. The activity will provide practice for them and I will be able to determine how well they apply and understand this concept. Lastly I will have students refer back to my websites resource tab and go to the link under Jeopardy. This is an online game that can be played with single or double player. For the game I want students to work in pairs to make it more interactive for them. The game is the same concept of the actual jeopardy game, however they will need to type the correct response to the question. The groups will have the rest of class time to play the game and practice the use of double object pronouns.

Provide Knowledge of Results Throughout all four activities I will be walking around the classroom examining and evaluating the students. For the first worksheet and Rags to Riches game I will walk around the classroom to make sure each student is comfortable with indirect and direct object. Also help students who I see are struggling get through this stage. It is important to catch this as soon as possible because if not they will have trouble using double object pronouns. As for the second worksheet I will walk around to make sure student work effectively in completing this activity by themselves. For this activity I want to limit the amount of help I provide so I can accurately assess their proper comprehension on the topic. For the jeopardy I will also be doing the same as activity two however I will be walking around to observe how well students are working together. I will provide my students with written feedback for the final two activities (worksheet 2 and jeopardy) in the next class. Review Activity I will ask the students to repeat once more the endings for indirect, direct and double object pronouns. In addition I will ask them to identify the differences of each concept and explain when it is used. Lastly I will ask them to mention the rules needed when using double object pronouns.

Methods of Assessment Students will be evaluated on two of the five activities given during class time. After receiving practice activities they will be given a worksheet that will be graded as class work. This worksheet is individual work and will assess in a numerical format. It has 10 questions that will be out of 20 points thus, each question will be worth 2 points. Inclusive student shall be assessed on their score throughout the online Jeopardy Game. Due to the fact that they are in pairs I will evaluate their comfort level with the questions. In order for this to be effective I will have to take down notes or have a journal entry for this day.

Learning activity Grading Policy (3)Excellent

Student quietly and quickly completes entire worksheet/game Student does not distract others during or after he/she is done Student demonstrates efforts and completely shows works

(2)Good

Student is a bit distracted but remains on task

Student slowly completes most of the task Student demonstrates effort and partially shows some work

(1)Poor

Student does not complete the task Student distracts classmates, and is always distracted (chatting/unprepared) Student demonstrates minimal efforts and barely shows work

Practice Activity 4: Work Sheet 2 Grading Policy

Students will receive full credit (2points) for each question if include both objects. If the get one correct they will receive 1 point and if they get the question wrong they will not receive points for that question.

Group Work Grading Policy- Jeopardy

Follows instructions Start work right away Shares information Stays on task Contributes ideas Waits turn to speak Helps resolve group issues Listens to others Is courteous of group members and takes encounter their points Controls personal feelings Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No

Sources and Activities

Website: student.plattsburgh.edu/afarc001 refer to Resource tab for links. Also you will find other links that provide more examples of double object pronouns. Activity 1: Do Now: http://www.123teachme.com/image_sentence_match/category/ellos_ellas_ustedes IMAGE :

Answers vary for each game.

Activity 2: Worksheet 1: (WITH ANSWERS) Printed copies for the class are provide in my folder, also an answer key for the teacher.

Activity 3: Rags to riches Link: http://www.quia.com/rr/62652.html Image:

Answers will vary for each game.

Activity 4: Worksheet 2 (WITH ANSWERS) Printed copies for the class are provide in my folder, also an answer key for the teacher.

Activity 5: Jeopardy Link: http://www.quia.com/cb/50277.html Image:

Answers Direct S lo tengo S lo quiero ver S la estoy escribiendo S la fu a ver Indirect S le habl S les escribimos S le pagu S te voy a llamar Both Nos las escribieron Te lo llevaremos Se los pagamos Se lo le Both S me lo vendi S se lo mand S fu a drselos S se la contamos Both S nos habl S te llam S los invit S se los compr

Cmelas

S les cont

Se las voy a contar

S se la quiero pasar

S se los compr