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Abstract
In this lesson, students will learn how to rewrite sentences when
there is both a direct and indirect object in a sentence using the
proper pronouns. As they will soon find, when certain pronouns are
placed together, one of them will need to change.
Lesson fundamental understandings:
Essential
Questions:
Standards
National Standards Students reinforce
and further their knowledge of other disciplines through the foreign
language. Students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions.
Students understand and interpret written and spoken language on a
variety of topics.
State Standards
Lesson
Prerequisite Skills
Students will have already had the individual lessons on direct
and indirect objects. In those lessons, they will have learned how
to locate the following: (a) conjugated verbs (b) infinitive verbs
(c) present participles (d) positive and negative commands (e) the
direct object (f) the indirect object Students will have already
learned how to figure out which pronoun replaces certain direct and
indirect objects in a sentence and where they need to go.
Teacher
Information/Situations/Setting/Time As most of the
concepts for this lesson have already been discussed, the teacher
should spend the majority of the time talking about what to do when
double object pronouns both beginning with L are encountered. When
two pronouns come together both beginning with L, the first pronoun
(indirect ) will become se. So that le lo would become se lo.
Students should also be familiar with the Power Point program as a
presentation will be one of the requirements.
Assessment
As an assessment, students can do the cooperative learning
activity mentioned in the previous lessons on direct and indirect
object pronouns. Students can also complete a worksheet. In order to
integrate technology into the lesson, the students will be assigned
a small project in which they will create a brief story using all of
the types of pronouns discussed, including double object pronouns.
In the form of a Power Point presentation, the students will create
a short story or composition. The students should be grouped by the
teacher for the best performance. The group size will depend on the
class size. When grouping students, the teacher should consider
putting students that are proficient in Power Point in each group.
The teacher will also want to put students that have a good
understanding of the concept of pronouns in the Spanish sentences.
Student Activity/Tasks In small groups,
students will write a short story using short, simple sentences that
include direct and indirect objects. Students will want to write
their story on paper together first and get the teacher's approval
before putting the story on the computer. For example, a story might
go something like this:
Mary has a dog. Mary keeps him in the
house. The dog has a ball. He plays it everyday. Mary gives it to
him all the time. The dog eats dog food. He needs it to live. Mary
gives it to him everyday.
The students can put this on the
computer using pictures to make it interesting.
The teacher can
decide how many sentences will be required and the number of direct,
indirect and double object pronouns will be necessary for credit and
assign a point value to them. The website mentioned below will aide
the students in writing some sentences.
Enrichment/Alternate Activity:
Cross-Curricular:
Technology
Requirements/Tools/Materials
Spanish Grammar
A
computer containing Power Point and Internet access. Power Point
will be used to create a story.
Acknowledgements:
Additional Resources
Main
URL:
Related Lessons
Related Resources
Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.
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