Connor M.

Kamm
305 Wesley Avenue, Ann Arbor, MI 48103
connorkamm@gmail.com 801-518-4209

Differentiated Lesson on Direct Object Pronouns

Class: Spanish II Accelerated

Overview: In this two-day lesson, students complete a sequence of teacher-lead, individual, and
cooperative activities to work on incorporating direct object pronouns (pronombres de objeto directo o
PODs in Spanish) in their interpersonal communication. The day before this lesson, students complete a
formative assessment on PODs that allow me to differentiate the lesson into tier 1, 2, and 3 groupings.
The sequence of seven activities is called La pirmide de retos (The Pyramid of Challenges in
English). The three different tiers of students start at different Retos on the pyramid with the goal that
all students successfully complete Reto 5 by the end of the second day. Successful completion of Reto 5
indicates that they are prepared for the quiz.

Michigan World Language Standards:

1) Interpersonal Reading / Writing
Ask questions in writing about the attributes of places and things in their immediate
environment, and answer in writing using a list of traits. (1.1.N.RW.g)
2) Interpersonal Speaking / Listening
Ask questions about the attributes of places and things in their immediate environment and
answer using a list of traits. (1.1.N.SL.g)

Objectives:
All students will be able to answer written questions with appropriately used PODs in
complete sentences.
Tier 1 and 3 students will be able to use PODs in writing dialogues and interpersonal written
communication.
Tier 3 students will be able to use PODs in rehearsed and improvised interpersonal oral
communication.
 Connor M. Kamm
305 Wesley Avenue, Ann Arbor, MI 48103
connorkamm@gmail.com 801-518-4209

Formative Assessment Exit Ticket

Following a day of introduction to and guided practice on PODs, students formative assessment
on a Google Form (goo.gl/x1XwCn) that allows me collect data about the class:

1) General understanding of PODs:

2) Understanding of specific types of questions on PODs:

Previous
day

3) Individual understanding of PODs:

 Connor M. Kamm
305 Wesley Avenue, Ann Arbor, MI 48103
connorkamm@gmail.com 801-518-4209

Introduction
*Rationale* - Looking
1) Daily greetings / Checking in at the distribution of
scores ends up being
an incredibly clear way
2) I go over general results (i.e. not results of individual students) on the
of showing students
formative assessment. I explain that well be doing and activity in which that different students
different groups of students will do different activities based on how strong in the same class can
of a grasp they had on DOPs following the first day of instruction.* I tell be at vastly different
students that my goal points in their journey
Intro to with this lesson is getting of understanding. This
lesson everyone ready to helps the tier 2
dominate the DOP quiz students not feel like
in class the following day, they are being singled
and that if they can reach out while helping the
tier 3 students not feel
Reto 5 they will be
like they are being
prepared to do just that. unfairly burdened with
extra work.
3) I show students the PPT
slide with their group
assignments.

Breaking into differentiated groups

1) When students are in their groups, I hand out

Pronombres de objeto directo - La pirmide de
retos (see end of lesson plan for full Pirmide
handout) and explain where each group will be
starting.
a) Tier 2 (Azul) students start on Reto 1 by
reviewing their homework assignment with me.
Flow of
This gives me a chance to give this small group
lesson
more individualized attention than I possibly
could in the full-class setting. Azul students move
on to the next Reto when they can explain the
mistakes they made on the homework.
b) Tier 1 (Amarillo) students start by with an auto-
correcting online activity on DOPs. Amarillo
students move onto the next Reto when they can
complete they get six sequential correct answers.
c) Tier 3 (Verde) students start with a written activity in which they answer written questions with
DOPs in complete sentences. Students self grade Reto 5 with answer key when finished. Students
that get >80% correct move onto the next Reto. Students who get <80% correct work with a
classmate to understand and explain their mistakes.
 Connor M. Kamm
305 Wesley Avenue, Ann Arbor, MI 48103
connorkamm@gmail.com 801-518-4209

Pronombres de objeto directo - La pirmide de reto

Paso 7 - Una conversacin oral

Mira la pgina #4

Yo grab (recorded) un
sketch / dilogo
parcialmente improvisado y
lo mand al Sr. Kamm.

Reto 6 - Un dilogo escrito Reto 5 - Preguntas y respuestas Reto 4 - Actividad avanzada

Mira la pgina #3 Mira la pgina #2 Completa la actividad:

goo.gl/iUe3Rp
Hice correcciones y tengo
El Sr. Kamm dijo que mi ms del 80% correcto en la Yo tuve 6 respuestas
dilogo es bueno. actividad. correctas en seguida (in a
row).
*If you complete Reto 5, you will
be prepared for the quiz*

Reto 1 - Repaso con el Sr. Kamm Reto 2 - Vdeo de explicacin Reto 3- Actividad bsica

Habla de las correcciones de la Miramos el vdeo: goo.gl/U5JJpp Completa la actividad:

tarea con el Sr. Kamm. goo.gl/2TN5EF
Yo mir el vdeo y
Yo comprendo mis errores comprendo las ideas. Yo tuve 6 respuestas
en la tarea y puedo correctas en seguida (in a
explicarlos (explain them). Yo no necesito mirar el
vdeo porque comprendo la row).
idea y quiero practicar.

To see the full student handout, visit:

www.goo.gl/gAV82W
P