Direct Objects

When I was a student, I always struggled with direct objects and indirect objects (in English and in Spanish!). I have found one activity particularly helpful when introducing direct object pronouns. It appeals to both the visual, auditory and kinesthetic learners. I do this activity after introducing direct objects and their pronouns to the class. Having students identify each part of the sentence helps (i.e. Yo= subject, miro= verb, la tele= direct object) as part of the introduction.

I divide the students up into groups of 3-5. Using mini-white boards (you could use pieces of paper, too), the students write a simple sentence that has a subject, a verb and a direct object. Each part of the sentence is written on a different white board. The group then has to figure out what the direct object pronoun would be that would replace the direct object, and they write that on a white board as well. I go around and check to see that every group's sentence is correct and functional.

Then each group comes to the front of the class to read aloud their sentence. Each student in the group is holding a white board with one part of the sentence. They read the white board that they are holding. They then tell the class what the direct pronoun is to replace the direct object. Then the student with the direct object gets kicked out of the sentence as the student with the direct object pronouns "swoops" into position (I sometimes get really dramatic and pretend that the direct object pronoun is a super hero there to save the sentence from its demise). The group then re-reads the sentence with the direct object pronoun.

I love this activity because is appeals to all types of learners. Students get a visual, they see the movement of the sentence and they can hear the changes to the sentence. It is equally successful with the most academically challenged students as it is with the most gifted students. It also works well with indirect object pronouns.