Dodson_TWS_Spring_2013

Dodson TWS- Page 1
Teacher Work Sample
Direct Object Pronouns Unit Plan
Stephanie R. Dodson
Instructor of Spanish, Manassas Park High School
Candidate for M.S. in Education, Shenandoah University
EDU 614: Management & Mentorship
Spring 2013

TABLE OF CONTENTS
School and Community Factors………………………………………………………….
Classroom and Student Factors………………………………………………………….
Instructional Implications………………………………………………………….
Learning Goals………………………………………………………….
Assessment Plan………………………………………………………….
Pre-Assessment Data………………………………………………………….
Lesson Plan #1: Parts of a Sentence………………………………………………………….
Lesson Plan #2: Direct Object Pronouns………………………………………………………….
Lesson Plan #3: Negative Sentences………………………………………………………….
Lesson Plan #4: Sentences with Two Verbs…………………………………………
Lesson Plan #5: Quiz Review & Classwork Corrections…………………………………………
Lesson Plan #6: Quiz on Direct Object Pronouns…………………………………………
Instructional Decision-Making…………………………………………
Analysis of Student Learning…………………………………………
Reflection and Self-Evaluation…………………………………………

School and Community Factors
Manassas Park: Manassas Park, Virginia, is an independent city bordering Prince William
County and the city of Manassas. It is located 30 miles from Washington, D.C., and is served by
the Virginia Railroad Express (VRE) commuter rail service. The city's 2.5 square miles boast a
population of approximately 14,000. The school system consists of four schools: Manassas Park
and Cougar Elementary Schools, Manassas Park Middle School, and Manassas Park High
School. The district serves approximately 3,000 students and has a reputation as a tight-knit
learning community, due in part to its small size and fostered by Superintendent Bruce McDade,
who frequently visits schools and interacts with students and staff.
The school system was featured in an April 17, 2012 Washington Post feature entitled
“Manassas, Manassas Park schools have much in common, get different results.” The article
cited higher student achievement in Manassas Park compared to neighboring Manassas City
Schools, despite the fact that the latter spends about $1,590 more per student. According to the
author, this disparity may be partially attributed to Manassas Park's uniform curriculum, which is
facilitated by the district’s small size, and the sense of “family” shared by students and staff.
Manassas Park High School: Manassas Park High School is the district's only high school and
serves approximately 750 students. Hispanic students are the largest ethnic group (41%),
followed by white (33%) and black (14%). Student ethnicities also include Asian and Pacific
islander (8%), two or more races (3%), and American Indian/Alaskan (less than 1%). Gender
distribution is largely equal (49% female and 51% male, respectively). Enrollment is highest in
9th grade (28%) and declines in subsequent grades (10th grade comprises 26% of the student
population, while 11th and 12th grades each comprise 23%).

Classroom and student factors:
 Gender and grade levels- The 18 students belong to a section of Spanish I that meets for
ninety-minute blocks every other school day. The section is comprised of eleven ninth
graders, four tenth graders, and three eleventh graders. Eleven students (61%) are male,
while 7 students (39%) are female.
Male 51% Female 49%
Manassas Park High School
Enrollment by Gender, 2011-2012
Source: National Center for Educational Statistics.
Male
Female

 Services and Accommodations- Six students receive English Language Learner (ELL)
services and/or accommodations. All six ELL students speak Spanish as their native
language. Two are newcomers (beginning learners of English), while four are
functionally bilingual. One student suffers from a hearing deficit and receives preferential
seating. One student has an Individualized Education Plan (IEP) and receives Special
Education accommodations that include the option for small-group testing, having tests
read aloud, and receiving copies of class notes.

 Language backgrounds- Student language history data was gathered from school
records and a language survey given at the beginning of the school year. Seven students
(39%) speak only English at home. Six students (33%) speak both English and Spanish at
home. Three students (17%) speak only Spanish at home. Two students (11%) speak both
English and a different language at home.
Instructional Implications: Native speakers and second language learners have different learning
needs in the Spanish classroom. Second language learners generally begin the course with little
or no Spanish vocabulary or conversational skills. They are also learning Spanish grammar for
the first time. Native speakers, on the other hand, tend to enjoy strong verbal skills and a large
vocabulary in the target language. Many, however, have little or no formal language instruction
or literacy in their native language. Thus, grammar instruction may present a challenge for these
students.
Native speakers have the opportunity to take a placement test at the beginning of the school year.
Students who score well may move up to Spanish 2 or 3. However, some students choose not to
take the placement test or remain in the lower level (Spanish 1) due to scheduling conflicts.
Students exhibit a wide range of native language proficiencies. Some students have lived their
entire lives in the United States and only speak Spanish with family and relatives; many of these
individuals are more comfortable in English and consider it their primary language. Other
students moved to the United States as children or adolescents and received part of their
elementary schooling in a Spanish-speaking country. The two newcomers arrived recently from
Guatemala, where they received most of their schooling, and speak only Spanish at home.

When planning lessons, it is very important to provide accommodations for the wide range of
language abilities found in the classroom. In some cases, native speakers finish the work quickly
and are ready for new challenges. Thus, it is important to keep extension and enrichment
activities on hand to help these students develop native language literacy skills.
Some native speakers, however, have learned incorrect structures from childhood. They face the
challenge of and “un-learning” these incorrect forms as part of the process of learning proper
Spanish grammar. Furthermore, some individuals do not pay attention during grammar lessons
because they believe they already know the material. As teacher, it is important for me to
demonstrate respect for students' existing language skills while communicating with them about
the importance of developing native language literacy skills.
Students learning Spanish as a second language present with a wide range of learning styles,
learning speeds, and language backgrounds. Some students are learning Spanish for the first
time, whereas others have previously studied Spanish or spoken it with relatives. It is very
important to accommodate different learning speeds and learning styles. Some students grasp the
material quickly, whereas others need more time, practice, and instruction in order to master the
Spanish structures. Enrichment and extension activities are provided for fast learners, while
opportunities for extra instruction and classwork re-dos are afforded to slower learners.
Learning Goals
The primary goal of this unit plan is for students to learn, implement, and comprehend
Spanish direct object pronouns. In order for students to master this linguistic feature, it is
necessary to address the secondary goals of being able to define and identify associated sentence
structures and parts of speech. In addition, students will compare English and Spanish word
order as part of the process of implementing direct object pronouns to form Spanish sentences.
Learning goals are aligned with Virginia Department of Education Standards of Learning
(SOL) for Spanish 1. The following standards are focal points of this unit:
 SI.5 The student will present information orally and in writing in Spanish, using a variety
of familiar vocabulary, phrases, and structural patterns.
▪ 4. Demonstrate increasing attention to accurate word order, punctuation, accents
and other diacritical marks, and spelling when writing.
 SI.11 The student will compare basic elements of the Spanish language to those of the
English language.
▪ 1. Recognize cognates, genders, level-appropriate idioms, and differences in
sound systems and writing systems.
An overarching goal of Spanish 1 is for students to build a foundation of knowledge and
skills for successful oral and written communication in the target language. Mastery of direct
object pronouns, along with associated structures, word order, and linguistic features, are crucial
components of this foundation. This unit cannot be learned in an isolated context, as it is part of a
cumulative language learning process. Students, in order to successfully implement direct object

pronouns to form sentences, must rely on linguistic analysis skills that they develop throughout
the course-- for example, one must consider the key factors of gender and number when selecting
the appropriate direct object pronoun.
Attaining mastery of grammatical structures is a tedious, difficult process for many
students. At the beginning of this unit, I advise students to give their best effort, even if the
material is not as exciting or stimulating as vocabulary or culture activities. The payoff will be an
improvement in students' ability to communicate in the target language.
Assessment Plan
Pre-assessment: Students were given a pre-assessment exercise that included the following
elements: parts of a sentence; Spanish direct object pronouns; and Spanish reflexive verbs and
reflexive pronouns. Initially, I planned to include reflexive verbs/pronouns in this unit plan;
however, after monitoring student progress in the initial stages I decided to narrow the focus in
order to allow for intensive study of direct object pronouns and associated sentence structures.
The pre-assessment consisted of the following skill tests:
 Define parts of a sentence: subject, object, verb, direct object, indirect object, noun,
pronoun, direct object pronoun.
 Explain the function of direct object pronouns.
 List the Spanish direct object pronouns.
 Complete fill-in-the-blank exercises by writing the appropriate direct object pronoun.
 Answer questions in Spanish by filling in the blanks with direct object pronouns.
Classwork corrections- Throughout the unit, classwork assignments were graded and returned to
students. Sections that were done incorrectly were marked “re-do” with comments for what the
student needed to fix (e.g. “make sure that DOPs match the noun in gender and number”).
Incomplete work was marked “incomplete.” Students had the opportunity to make corrections
and turn in corrected/completed work for a higher grade up until the day of the quiz. The process
of grading classwork afforded me the opportunity to monitor progress of each individual and of
the class as a whole. Individual learning needs were accommodated, as some students grasped
the material quickly, whereas others required more time and opportunity for corrections. The
prospect of earning a higher grade (up to 100%) gave students an incentive to correct their work.
Students could complete corrections at home, after school with the teacher (by
appointment), or during class once they had completed the day's assignment. A 40-minute block
of time during lesson 5 (Quiz Review & Classwork Corrections) was provided for students to
work on corrections and obtain assistance from the teacher and from classmates, while the rest of
the class completed extension activities.
Bellwork- Lessons 2, 3, 4, and 5 included bellwork exercises that were collected and reviewed in
order to assess student progress and comprehension. In the following sample, “Student A”
demonstrates the ability to structure affirmative and negative sentences using direct object
pronouns, as well as a high level of understanding of Spanish word order and sentence structure.
The bellwork from “Student B,” however, indicates that this student has not mastered these skills
and requires further instruction and practice.

Bellwork (Lesson 4)
Student A Student B
Lesson 1- Word Order & Parts of a Sentence: Students completed the pre-assessment at the
beginning of class. During the closure activity, students demonstrated their
knowledge/proficiency by completing exercises on little whiteboards while the teacher assessed
their progress/understanding by looking at each student's board.
Lesson 2- Direct Object Pronouns: Bellwork exercises were collected and reviewed in order to
assess student progress. The previous night's homework was also reviewed to assess progress.
During classwork time, the teacher walked around the room to answer questions, offer
assistance, and monitor student progress. During the closure activity, students demonstrated their
knowledge/proficiency by completing exercises on little whiteboards while the teacher assessed
their progress/understanding by looking at each student's board.
Lesson 3- Negative Sentences: Bellwork exercises were collected and reviewed in order to assess
student progress. The previous night's homework is also reviewed to assess progress. The
previous night's homework was also reviewed to assess progress. During classwork time, the
teacher walked around the room to answer questions, offer assistance, and monitor student
progress. During the closure activity, students demonstrated their knowledge/proficiency by
completing exercises on little whiteboards while the teacher assessed their
progress/understanding by looking at each student's board.
Lesson 4- Sentences with Two Verbs: Bellwork exercises were collected and reviewed in order to
assess student progress. The previous night's homework is also reviewed to assess progress. The
previous night's homework was also reviewed to assess progress. During classwork time, the
teacher walked around the room to answer questions, offer assistance, and monitor student
progress. During the closure activity, students demonstrated their knowledge/proficiency by
completing exercises on little whiteboards while the teacher assessed their
progress/understanding by looking at each student's board.
Lesson 5- Quiz Review & Classwork Corrections: Bellwork exercises were collected and
reviewed in order to assess student progress. The previous night's homework was also reviewed

to assess progress. During classwork time, the teacher walked around the room to answer
questions, offer assistance, and monitor student progress.
Lesson 6- Quiz on Direct Object Pronouns: Students took a quiz on direct object pronouns.
Pre-Assessment Data
Seventeen students completed the pre-assessment exercise (one student was absent and
did not take it). In the first task, students defined eight parts of a sentence, including subject,
object, verb, direct object, indirect object, noun, pronoun, and direct object pronoun. Seven
students scored a 0 on this section, five students had one correct answer, two students had four
correct answers, and one student had seven correct answers. Results indicated that most students
did not possess mastery of this material.
The next task required students to list the seven Spanish direct object pronouns. Sixteen
students scored 0s, while one student correctly listed one pronoun. Results indicated that all
students, regardless of language background, were not proficient in direct object pronouns.

The third task consisted of thirteen fill-in-the-blank exercises, for which students were
required to complete a Spanish sentence with the correct direct object pronoun. Eleven students
scored 0s, one student had one correct answer, three students had two correct answers, one
student had three correct answers, and one student had five correct answers. Results indicated
that none of the students could correctly or consistently implement direct object pronouns to
form complete sentences.

Lesson Plan #1: Parts of a Sentence
Instructor: Stephanie Dodson
Course: Spanish I
Time Required: 90 minutes
OBJECTIVES AND PURPOSE:
 Students will be able to identify parts of a sentence (subject, object, verb, direct
object, indirect object) and compare Spanish and English word order.
 Students will learn and implement Spanish direct object pronouns.
Objectives are aligned with the following SOL:
 SI.5 The student will present information orally and in writing in Spanish, using a
variety of familiar vocabulary, phrases, and structural patterns.
 SI.11 The student will compare basic elements of the Spanish language to those
of the English language.
MODIFICATIONS/ADAPTATIONS:
 The teacher repeats instructions in Spanish for ELL students who do not speak
English and provides translations for key vocabulary. In addition, these students
are seated next to bilingual (Spanish/English) students who have a good working
relationship with these individuals and provide whispered assistance when
instructions are delivered in English.
 A filled-in copy of the notes is available upon request for students whose IEP
specifies that they can receive notes, as well as for students who are absent
during today's lesson. I will photocopy the notes of a student with legible
handwriting.
 Preferential seating is given to a student with a hearing impairment (documented
in school records) and to a student with vision impairment (reported and
requested by student).
ANTICIPATORY SET/REVIEW (10 minutes)
When students enter the classroom, the following exercise is displayed on the
whiteboard:
Translate the following sentences to Spanish using saber or conocer: 1) I
know Maria. 2) She knows how to play soccer. 3) Carlos has been to
(“knows”) Europe. 4) Cindy knows the answer. 5) We knows the truth.
Teacher calls on students to write answers on the board. Teacher discusses how
students used saber or conocer (“to know”) to structure their sentences.
PRE-ASSESSMENT (10 minutes):
Students complete a pre-assessment on direct object pronouns, sentence structure, and
reflexive verbs.
Teacher will use data from the pre-assessment for Teacher Work Sample unit.

INPUT/MODELING (50 minutes):
Students receive grammar notes on sentence structure, word order, and direct object
pronouns. Teacher presents a PowerPoint and writes examples on the
whiteboard. Students fill in grammar notes as we go through the lesson.
PARTS OF A SENTENCE
Students learn to identify the following parts of a sentence:
 Subject- Person or thing that DOES the action of a sentence.
 Object- Person or thing that RECEIVES the action.
 Verb- Action word. (We review examples in Spanish and English).
 Direct object- Person or thing that DIRECTLY receives the action.
 Pronoun- Substitutes for a noun. (We review examples in English and Spanish.
Students have already learned Spanish subject pronouns.
 Direct Object Pronoun- Substitutes for the direct object noun-- in other words, it
takes the place of the person/thing that DIRECTLY RECEIVES the action.
(Students are asked to name examples in English: “him,” “her,” “it,” “them,” etc.)
DIRECT VS. INDIRECT OBJECT
Students are selected to physically act out sentences that distinguish between direct
and indirect object. Examples include:
 Carlos throws the ball. “The ball” is the direct object because the subject (Carlos)
directly acts upon it. To illustrate, a student is asked to toss a ball to a classmate.
 Carlos throws Jason the ball. “The ball” is the direct object as in the previous
sentence. “Jason” is now the indirect object because he receives the action
without being directly acted upon by the subject-- Carlos does not throw Jason
himself across the room.
DIRECT OBJECT PRONOUNS
Students fill in a chart with Spanish and English direct object pronouns (DOPs):
 Me=> Me (pronounced “may”)
 You=> Te (pronounced “tay”)
 Him/you formal (masc.)/it (masc.) => Lo
 Her/you formal (fem.)/it (fem.) => La
 Them/you all (masc.) => Los
 Them/you all (fem.) => Las
 Us => Nos
WORD ORDER
Students learn to compare English and Spanish word order for sentences with DOPs.
First, the teacher writes several English sentences on the board and students are
selected to label S (subject), O (object), and V (verb). Students are asked about
English word order, and they should correctly determine that English sentences
are SVO.
Next, the teacher remarks that this is where it gets tricky-- Spanish DOP sentences
follow SOV word order.

Students are selected to translate sentences on the whiteboard. They learn that they
have to change the word order from SVO to SOV when translating from English
to Spanish.
GUIDED PRACTICE & CLOSURE (20 minutes):
Each student receives a little whiteboard, marker, and eraser. Students demonstrate
what they have learned by completing exercises on the whiteboards. The teacher
checks for understanding by looking at each student's board.
HOMEWORK:
Students complete workbook exercises on direct object pronouns.
MATERIALS:
Worksheets, little white boards, markers, erasers, TV screen/computer.

Lesson Plan #2: Direct Object Pronouns
Course: Spanish I
Students will learn and implement Spanish direct object pronouns.
Students will implement Spanish word order to form sentences using DOPs.
English. In addition, these students are seated next to bilingual (Spanish/English)
students who have a good working relationship with these individuals and
provide whispered assistance when instructions are delivered in English.
 Extension/enrichment activities are provided for native speakers and others who
finish the work quickly. Students may choose from several reading
comprehension activities that entail reading a paragraph in Spanish and
answering questions in complete Spanish sentences. They may also complete
extra practice with previously studied grammar and vocabulary. I keep a variety
of activities on hand to accommodate different proficiency levels.
 Preferential seating is given to a student with a hearing impairment (documented in
school records) and to a student with vision impairment (reported and requested
by student).
whiteboard:
Translate the following sentences to Spanish using direct object pronouns:
1) I have it (the book=el libro). 2) We know her. 3) They invite us. 4) We
invite them. 5) She writes it (the letter=la carta). 6) Do you buy them? (the
hamburgers=las hamburguesas). 7) I eat them (the hamburgers). 8) They
visit him.
After 5 minutes, teacher collects bellwork from each student. She will review them to
assess each individual student's comprehension.
Teacher calls on students to write translations on the board.

Starting with the day's bellwork, teacher and students examine Spanish sentences with
DOPs. Students are asked to consider the process by which they select the right
DOP. Students use the DOP chart from their notes:
 Me=> Me (pronounced “may”)
 You=> Te (pronounced “tay”)
 Him/you formal (masc.)/it (masc.) => Lo
 Her/you formal (fem.)/it (fem.) => La
 Them/you all (masc.) => Los
 Them/you all (fem.) => Las
 Us => Nos
To select a DOP, students must consider gender (masculine or feminine) and number
(singular and plural). Students are reminded not to confuse the subject (does the
action) with the object (receives the action).
Teacher reviews Spanish word order (SOV for DOP sentences) and emphasizes how it
is different from English word order (SVO).
GUIDED PRACTICE (50 minutes):
Students complete worksheets on direct object pronouns. Exercises include fill-in-the
blank, replacing direct objects with DOPS, answering questions using DOPs, and
translating sentences from English to Spanish. SOV word order is emphasized.
While students are working, teacher walks around to offer assistance. She reminds
students to consider gender and number when selecting DOPS and to use SOV
word order.
CLOSURE (10 minutes):
HOMEWORK:
Students complete workbook exercises on direct object pronouns.
MATERIALS:
Worksheets, little white boards, markers, erasers.

Lesson Plan #3: Negative Sentences
Course: Spanish I
Students will implement direct object pronouns to form negative sentences.
Objective is aligned with the following SOL:
whiteboard:
Translate the following sentences to Spanish using direct object pronouns:
1) They visit us. 2) We visit them. 3) They don't visit us. 4) I don't know her.
5) We know it (the answer=la respuesta). 6) She sees him. 7) He sees her. 8)
I don't see him.
We begin by the reviewing the bellwork translations-- today's exercises included
negative sentences, which many students had difficulty forming.
Teacher instructs students to use the following acronyms when constructing DOP
sentences:

AFFIRMATIVE SENTENCES => SOV
NEGATIVE SENTENCES => SnoOV
In the acronym SnoOV, S represents subject (does the action), no is the Spanish word
no (“not”), O is the DOP, and V is the verb.
Students are selected to approach the board and label the SnoOV parts of negative
sentences.
Next, students are selected to form sentences using SnoOv order. They are reminded
that the word “no” must go AFTER the subject and BEFORE the DOP.
Students write acronyms and examples in their notes. The teacher suggests that
students memorize the acronyms and use them to check their work-- did my
sentence follow correct SnoOV order?
Students complete worksheets on forming negatives sentences with direct object
pronouns. Exercises include fill-in-the blank, replacing direct objects with DOPS,
answering questions using DOPs, and translating sentences from English to
Spanish. SOV and SnoOV word order are emphasized.
While students are working, teacher walks around to offer assistance. She reminds
students to consider gender and number when selecting DOPS and to follow
SOV and SnoOV word order acronyms. When a student gets stuck, she advises
them to write out and label the SnoOV components.
HOMEWORK:
Students complete worksheet on direct object pronouns. Negative sentences are
included in the exercises.
MATERIALS:
Worksheets, little white boards, markers, erasers.

Lesson Plan #4: Sentences with Two Verbs
Course: Spanish I
Students will learn and implement two methods for constructing sentences that contain
two verbs and a direct object pronoun.
whiteboard:
Translate four sentences to Spanish and the second four to English:
1) I don't know him. 2) She will visit us. 3) We can do it. 4) She doesn't
visit him. 5) Ella no puede verlo. 6) Yo no lo tengo. 7) Ellos lo tienen. 8)
Ustedes la escriben.
Teacher reviews bellwork and discusses how today's bellwork contained some difficult
sentences: those with two verbs.

Students have learned and implemented two-verb structures before, but they haven't
learned to think of them as such. Teacher reviews previously learned structures,
including:
 Ir + a + infinitive (“going to...”)
 Tener que + infinitive (“to have to”)
 Poder + infinitive (to be able to/can)
 Deber + infinitive (should)
 Querer + infinitive (to want to...)
 Necesitar + infinitive (to need to...)
For each of these two-verb constructions, the first verb is conjugated while the second
verb remains in the infinitive. Teacher and students review “infinitive,” which is the
unconjugated form that always ends in r (-ar, -er, or -ir).
Students receive a classwork assignment with notes at the top. Teacher passes out
highlighters so that students can highlight key points and examples in the notes as she
reviews the material.
Students learn that there are two possible structures for DOP placement in two-verb
sentences:
1) The DOP goes before the conjugated verb. (ex. “Yo la voy a escribir). In
the case of negative sentences, the word “no” is inserted between the subject
and the DOP.
2) The DOP is attached to the end of the infinitive. (ex. “Yo voy a escribirla”).
In the case of negative sentences, the word “no” is inserted before the
conjugated verb.
Both structures are equally correct. Since they are both commonly used in Spanish, it is
important for students to know both forms.
Students complete worksheets on two-verb sentences with direct object pronouns.
Teacher walks around to assist students while they are working.
HOMEWORK:
Students who need extra time complete unfinished classwork at home.
MATERIALS:
Worksheets, little white boards, markers, erasers, highlighters.

Lesson Plan #5: Quiz Review & Classwork Corrections
Course: Spanish I
Students will create a study guide for upcoming quiz on direct object pronouns.
Students will strengthen knowledge of direct object pronouns by correcting previous
classwork assignments.
 A copy of the notes is available upon request for students whose IEP specifies
that they can receive notes, as well as for students who are absent during today's
lesson. I will photocopy the notes of a student with legible handwriting.
whiteboard:
Provide two possible translations for each sentence using rules for two-
verb sentences:
1) I am going to read it. 2) He can see it. 3) We should visit them. 5) They
should study it.

Teacher calls on students to write translations on the board. Teacher reviews rules for
DOP placement in two-verb sentences (see lesson plan #4).
Teacher announces that the class will create a study guide for the upcoming quiz on
direct object pronouns. The teacher writes important elements on the board and
calls on students to approach the board and write examples. Each student copies
the elements and examples onto their own paper to create a study guide.
Elements that will be covered on the quiz include:
 Parts of a sentence (subject, object, verb, pronoun, direct object, direct object
pronoun).
 Spanish direct object pronouns-- students must memorize the list and be able to
select the appropriate DOP based on gender and number of the direct object.
 Word order-- Students must know Spanish word order for DOP sentences and be
able to compare it with English word order (SVO vs. SOV). Spanish word order is
SOV for affirmative sentences and SnoOV for negative sentences.
 Two-verb sentences-- Students must be able to implement two possible
structures for two-verb DOP sentences.
Students have the opportunity to ask questions related to the material and request
examples to be completed as a class on the board.
Students receive graded classwork from DOP unit, for which sections in need of
corrections are marked “re-do” or “incomplete.” Students will correct these
sections in class and receive assistance from the teacher. Students have the
opportunity to strengthen areas in need of improvement prior to the upcoming
quiz.
Students who do not have corrections to make will complete extension activities.
The teacher opens the floor again for questions related to the upcoming quiz. She calls
on students to describe what and how they plan to study for the quiz.
HOMEWORK:
Students will study for the quiz on direct object pronouns.
Students who have not finished classwork corrections will complete them at home.
MATERIALS:
Worksheets, whiteboard, markers.

Lesson Plan #6: Quiz on Direct Object Pronouns
Course: Spanish I
Students will demonstrate their ability to implement Spanish direct object pronouns,
word order, and sentence structure by taking a quiz.
Students will improve their Spanish pronunciation skills by participating in a video
activity.
 Special education students may have the option for small-group testing per IEP
accommodations. Students may also ask to have the quiz read out loud to them
(if specified in the IEP). If a student chooses these options, I will arrange for them
to take the quiz during seminar (resource) class.
When students enter the classroom, instructions are written on the board to prepare for
today's quiz. The teacher spends several minutes answering last-minute
questions that students may have about the quiz material.
QUIZ (30 minutes):
Students complete a quiz on direct object pronouns. The quiz includes the following
elements:

 Parts of a sentence (subject, object, verb, pronoun, direct object, direct object
pronoun).
 Spanish direct object pronouns-- students must memorize the list and be able to
select the appropriate DOP based on gender and number of the direct object.
 Word order-- Students must know Spanish word order for DOP sentences and be
able to compare it with English word order (SVO vs. SOV). Spanish word order is
SOV for affirmative sentences and SnoOV for negative sentences.
 Two-verb sentences-- Students must be able to implement two possible
structures for two-verb DOP sentences.
Students who finish the quiz early complete an extension activity on body parts
(previously studied vocabulary). Students who finish the body parts activity may choose
from other extension/enrichment activities.
Students watch a video on Spanish pronunciation. The video is designed so that
students repeat sounds along with the video hosts-- this process helps them
improve their pronunciation of Spanish consonants and vowels. The teacher
repeats the sounds and encourages students to participate.
Teacher touches base with students about the quiz. She asks for feedback-- was the
quiz too easy or too difficult? What areas did students find the most challenging?
She answers any questions students may have about the quiz.
MATERIALS:
Worksheets, quiz papers, pronunciation video.

Instructional Decision Making
My initial plans for this unit had a much broader scope: in addition to direct object
pronouns, we would also cover indirect object pronouns, reflexive verbs, and reflexive pronouns.
However, after the first lesson, and after consulting with my instructor, Dr. Gill, it became clear
to me that a narrower focus would better serve my students and our instructional goals. Direct
object pronouns are a difficult concept for many learners, and I underestimated the amount of
time and practice it would take for students to be able to correctly implement this linguistic
feature. Thus, I decided to postpone the other topics and focus exclusively on direct object
pronouns and associated structures. I also decided to “chunk” the information by devoting
individual lessons to the topics of negative and two-verb sentences with direct object pronouns.
One crucial decision came before the start of this unit. When I first began teaching
Spanish, I assumed that students had already mastered certain grammatical features (parts of
speech and sentence structure) in their English classes. However, I observed that most students
could not identify features such as noun, verb, pronoun, subject, or object. In order to
successfully compare Spanish and English grammar and word order, it is necessary for students
to understand these linguistic features. Thus, I decided to teach a “fundamentals of grammar”
unit at the beginning of this school year to ensure that students could correctly identify parts of
speech. During the first lesson of this unit, I decided to review several of these items (noun, verb,
pronoun) and delve deeper into fundamentals of grammar and word order. I believe that students
require this linguistic foundation before they can learn and master direct object pronouns.
During the course of this lesson, it was important to monitor the progress of individual
students and provide accommodations when appropriate. Students who mastered the material
quickly were encouraged to complete extension activities. Ongoing assessments also allowed me
to determine which students needed additional instruction and assistance in order to master the
material.
Analysis of Student Learning
At the end of this unit, students were given a quiz that included twenty-two of the same
items used on the pre-assessment. While I initially planned to give identical pre- and post-
assessments, some modifications were due to my decision to narrow our scope by excluding
indirect object pronouns, reflexive verbs, and reflexive pronouns. Pre-assessment questions on
these topics were not included in my final analysis. In addition, the post-assessment quiz
included questions focusing on negative and two-verb sentences, as I had decided that our
lessons would include intensive practice of these structures. Rather than include quiz questions
on all eight parts of a sentence included on the pre-assessment, I narrowed the focus to two key
features: direct objects and direct object pronouns.

In the first task, students were required to list the seven direct object pronouns. Graph A
shows pre- and post-assessment data for this section. Thirteen students scored 100% on this
section, compared to zero students on the pre-assessment. One student each scored 6/7 and 5/7,
respectively. Two students scored a 0. Results clearly indicate that the majority of students, after
finishing this unit, possessed knowledge of the seven direct object pronouns.
GRAPH A
Graph B shows a comparison of pre- and post-assessment scores for thirteen fill-in-the-
blank exercises. While no student answered 100% of these items correctly on the pre-assessment,
five students did so on the quiz. Scores ranged from 0/13 (1 student) to 13/13 (5 students). One
student each scored 11/13, 10/13, 9/13, 8/13, and 7/13, respectively. Two students each scored
6/13. 4/13, and 3/13, respectively. One student scored 1/13. These results indicate that while
most students, after finishing this unit, could list the seven direct object pronouns, most students
still struggled to implement them in sentences.

GRAPH B
The third task required students define direct object and direct object pronoun. Graph C shows
pre- and post-assessment results for this section. Results show that while zero students scored
100% on this section during the pre-assessment, eight students did so on the quiz. While sixteen
students scored 0s on the pre-assessment, only four students did so on the quiz. Five students
answered one out of the two quiz items correctly.
GRAPH C

In addition to the sections included on the pre-assessment, the quiz featured questions on
negative and two-verb sentences with direct object pronouns, for a total of thirty-five questions.
Graph D shows overall quiz scores for individual students, while Graph E shows average quiz
score by student category: English Language Learners (ELL), Special Education, and General
Population (those receiving no special services or accomodations). ELL students had an average
score of 75%, Special Education 50%, and General Population 62%.
GRAPH D
GRAPH E

Reflection and Self-Evaluation
My experience teaching this unit has reminded me of the cumulative nature of foreign
language learning. Nearly every student successfully listed all seven direct object pronouns on
the final quiz. However, many struggled to implement these pronouns in sentences. Some
students did poorly on the quiz because they did not select the correct pronoun according to the
gender and number of the direct object noun. I realize that gender and number, two key linguistic
factors in Spanish grammar, are part of a skill set that must be taught and re-taught throughout
the school year. The next time I teach this material, I will spend more time emphasizing these
factors and how direct object pronouns fit into a larger linguistic context.

References
Manassas, Manassas Park schools have much in common, get different results
By Jeremy Borden,April 17, 2012

Nombre: ______________________________ Clase: _____ Fecha: ________________
Pre-assessment: Direct Objects & Reflexive Verbs Unit
Define the following parts of a sentence:
Subject- _________________________________________________________
Object- __________________________________________________________
Verb- ____________________________________________________________
Direct object- _____________________________________________________
Indirect object- ____________________________________________________
Define the following parts of speech:
Noun: ____________________________________________________________
Pronoun: __________________________________________________________
What is a direct object pronoun? __________________________________________________
List the Spanish direct object pronouns.
(To) me: _______
(To) you (informal): _______
(To) him/it/you formal: _______
(To) her/it/you formal: _______
(To) them (masculine): _______
(To) them (feminine): _______
(To) us: _______
What is a reflexive verb? ________________________________________________________
List the Spanish reflexive pronouns.
Me/to myself: _______
You/to yourself (informal): _______
You/to yourself (formal): _______
Him/to himself: _______
Her/to herself: _______
Them/to themselves: _______
Us/to ourselves: _______

Fill in the blanks with direct object pronouns substituting for the Spanish direct object
nouns.
1. They want the book (el libro).
____________ quieren.
2. I know them. (Juan and Maria)
_____________ conozco.
3. Juan knows me.
Juan ___________ conoce.
4. You love me.
Tú __________ amas.
5. You all drink it (the milk=la leche).
Ustedes __________ beben
6. He buys the magazines (las revistas).
Él ____________ compra.
7. They see Maria.
Ellos _____________ ven.
8. I have the pen. (la pluma)
Yo ____________ tengo.
Answer the following questions. The answer will substitute a pronoun for the direct object
noun.
1. ¿Dónde compra Pablo los libros?
compra en la librería.
2. ¿Conoces la capital de España?
Sí, conozco.
3. ¿Miras las telenovelas?
Sí, miro.
4. ¿Dónde estudia Bill el español?
estudia en Guatemala.
5. ¿Comprenden ustedes esta lección?
Sí, comprendemos.
Write English definitions for the following reflexive verbs.
Acostarse
Afeitarse
Vestirse

Cepillarse
Bañarse
Maquillarse
Despertarse
Dormirse
Ducharse
Irse
Lavarse
Levantarse
Preocuparse
Ponerse
Quedarse
Quitarse
Divertirse
Secarse
Sentarse
Sentirse
Fill in blanks with appropriate reflexive
pronouns.
1. You take a shower.
Tú _____ duchas.
2. Maria washes her hair.
María _____ lava el pelo.
3. You all wake up.
Ustedes _____ despiertan.
4. We brush our teeth.
Nosotros _____ cepillamos los dientes.
5. She gets dressed.
Ella _____ viste.
6. They sit down.
Ellos _____ sientan.
7. I'm worried about you.
_____ preocupo por ti.
Choose the correct translation.
1. I wash the car.

Lavo el auto.
Me lavo el auto.
2. I take a bath.
Me baño.
Yo baño.
3. Juan goes to bed at ten in the evening.
Juan se acuesta a las diez de la noche.
Juan acuesta a las diez de la noche.
4. Maria puts the baby to bed at seven in the
evening.
María se acuesta al bebé a las siete de la
noche.
María acuesta al bebé a las siete de la noche.
5. I wake up at six in the morning.
Me despierto a las seis de la mañana.
Despierto a las seis de la mañana.
6. She wakes her child at nine in the
morning.
Ella se despierta a su niño a las nueve de la
mañana.
Ella despierta a su niño a las nueve de la
mañana.

Nombre: ______________________________ Clase: _____ Fecha: ________________
Prueba #12: Direct Object Pronouns
PART I: DEFINIONS
1) What is a direct object? ___________________________________________________
2) What is the purpose of direct object pronouns?
_______________________________________________________________________.
PART II: LIST OF PRONOUNS
List the Spanish direct object pronouns.
3) (To) me: _______
4) (To) you (informal): _______
5) (To) him/it/you formal (masc.): _______
6) (To) her/it/you formal (fem.): _______
7) (To) them/you all (masc.): _______
8) (To) them/you all (fem.): _______
9) (To) us: _______
PART III: FILL IN THE BLANKS
Fill in the blanks with direct object pronouns substituting for the Spanish direct object nouns.
10. They want the book (el libro).
Ellos ____________ quieren.
11. I know them. (Juan and Maria)
Yo _____________ conozco.
12. Juan knows me.
Juan ___________ conoce.
13. You love me.
Tú __________ amas.
14. You all drink it (the milk=la leche).
Ustedes __________ beben
15. He buys the magazines (las revistas).
Él ____________ compra.
16. They see Maria.
Ellos _____________ ven.

17. I have the pen. (la pluma)
Yo ____________ tengo.
Answer the following questions. The answer will substitute a pronoun for the direct object noun.
18. ¿Dónde compra Pablo los libros?
Él compra en la librería.
19. ¿Conoces la capital de España?
Sí, conozco.
20. ¿Miras las telenovelas?
Sí, miro.
21. ¿Dónde estudia Bill el español?
Él estudia en Guatemala.
22. ¿Comprenden ustedes esta lección?
Sí, comprendemos.
PART 4: TRANSLATIONS
*23-26- Translate from Spanish to English.
*27-35- Translate from English to Spanish.
Word bank:
Ir+a+infinitive= Going to…
Estudiar=to study
Visitar=to visit
Todos los dίas= every day
Querer (e>ie)= To want/love
Poder (o>ue)= able to/can
Creer=to believe
Estudiar=to study
Ver=to see
Mirar=To watch
Amar=to love
23) Ella la va a estudiar.
____________________________________________________________
24) Yo no te puedo ver.
____________________________________________________________
25) Ellos los miran todos los dίas.
____________________________________________________________
26) Ella no me conoce.
____________________________________________________________
We want to visit them (f.) (PROVIDE TWO TRANSLATIONS)
27) _________________________________________________________

28) _________________________________________________________
He is going to visit her. (PROVIDE TWO TRANSLATIONS)
29) _____________________________________________________
30) ______________________________________________________
31) I love you.
32) I love him.
____________________________________________________________
33) He loves me.
___________________________________________________________
34) They don’t visit him.
___________________________________________________________
35) I don’t believe it.
___________________________________________________________

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