Direct and Indirect Objects

Engage

·         Have students complete a survey/questionnaire identifying vocabulary to request a service- play a song with object pronouns in background ie: Quelqu’un m’a dit… by Carla Bruni  10 min

Explore

1.  Have students read an authentic reading (song lyrics for Quelqu’un m’a dit)  where object pronouns (te, vous, nous, me ) are used in context will be highlighted.  See attached lyrics. 15-20 minutes

2. Teacher provides guiding questions such as: 1. What does the sentence mean?

           2. What do the highlighted words mean in the sentence? 3. Compare the word order with how it would be expressed in English? 4. What are the functions of the words in the sentences? 5. Identify the verb/s in the sentence? 6. What are the forms of the verb?  7. How does that effect the highlighted word’s position? 8. Identify what verbs observe being used with me, te, nous, vous when mean receiving action (direct)  and which verbs usede with me, te, nous, vous when not receiving an action (indirect) 9. How does a positive or negative expression effect highlighted word’s position?

·         15 mins.

3. Students will work in groups to answer these questions and then create a list of rules for these pronouns- with regard to placement and meaning.  20 mins.

4.Students will test out these rules using  a few websites – like utex http://www.laits.utexas.edu/tex/gr/pro5.html  and http://quizlet.com/286566/familiarize  and http://quizlet.com/536093/test   and http://www.quia.com/cz/42787.html?AP_rand=1837739905   These websites offer self-graded quizzes which will give them immediate feedback as they test the rules about object pronouns used with infinitives, indicatives, passé composé, imperatives, and negative imperatives

Explain

1. Using the Inspirations program , students will work in groups of 3-4 to collaborate on how best to organize the rules and examples for using object pronouns me, te, nous, & vous etc. 

2. Students will create a bubble chart  and outline with headings such as verbs, to transitive verbs (direct object), intransitive –(no direct object)  then further down to imperatives, infinitives, and indicatives – present & passe compose , organize types of verbs and where they go.

3. Teacher will help with necessary French vocabulary words, examples and  appropriate labels.  

4. Students will work in groups to create a googledocs document which summarizes object pronouns.  The summary page will provide examples of each heading and the rule being explained.  Each student will create a gmail email account to facilitate collaboration on this document .  

Elaborate

1. Students will be directed to work individually to use the object pronouns to describe a special person using object pronouns and featured transitive and intransitive verbs in 4-5 sentences. 5-10 mins.

2. Teacher will provide examples of each form of object pronouns: Elle m’aime. Elle ne peut pas me dire “non”.

3. Students will then share their sentences with a shoulder partner, by saying their sentences aloud. The shoulder partner must then repeat the sentences but changing the object pronoun from me to te or nous to vous. 5 mins.

4. Students will brainstorm in small groups about possible dialog scenarios which include the theme of requesting services using the object pronouns in various forms including: imperatif, imperatif négatif, indicatif, et infinitif. Teacher provides a few examples like: Parent and child talking about what they do and don’t do for each other. Ie: Tu ne m’écoutes pas. 5-10 mins

5. Students share and teacher records the scenarios where the object pronouns and featured verbs would be helpful for communication. 5 mins.

6. Students work in pairs or trios to create and record an oral dialog with flipcameras using one of the scenarios produced from the brainstorming session.·          10-15 mins

7. Students will upload their presentations on to the class webpage. 10 mins.

Evaluate

1. Students use the city-wide Performance Based Assessment Rubric for interpersonal speaking level 3  to evaluate their own group’s performance and to determine areas of weakness that need clarification, improvement, attention.  Students will post comments to class wikispace.  5- 10 mins.

2. Students will also complete a self check K W L online survey via surveymonkey in which they will diagnose what areas need improvement and support in order to reach the expectations of the PBA.  5 mins.

Extend

·         To introduce more about French culture and singers, students would visit this site which is geared toward teachers of French and learners of French.   Here they will click”paroles de clips” then rechercher “Carla Bruni”.  And find the song L’Amoureuse.

·          http://www.tv5.org/TV5Site/enseigner-apprendre-francais/fiche-1139-L_amoureuse.htm?artiste=carla+bruni&chanson=&keywords=

·         Students will read about the artiste’s biography. They will discuss questions in French such as 1) How does she compare to popular American song artists?  2) What is she famous for?  3) How did her upbringing contribute to her success? 4) Could she have achieved what she has if she were American?

·         Students will listen to the song once with the video jot down ideas of what they think the song is about.  They will then prepare a list of unfamiliar vocabulary from the lyrics of the song and add them to a flashcards  creation website like www.quizlet.com

·         Students could then create a digital story of the song- create their own video explaining the song in pictures and target the American market.

To avoid issues with copyright violation, the students will recite, chant, or paraphrase the song in the background, instead of the original song.