Lesson 2: Así Nos Gusta
Duration of Days: 5
Lesson Objective
SWBAT identify and use Direct Object Pronouns (DOPs) and Indirect Object Pronouns (IOPs) to avoid repetition in conversation.
SWBAT apply the rules for Double Object Pronouns, including changing le/les to se when used before lo, la, los, or las.
SWBAT conjugate and use verbs like gustar (e.g., encantar, fascinar, interesar, molestar) to express personal preferences and reactions.
SWBAT place pronouns correctly in relation to conjugated verbs, infinitives, and present progressives.
¿En qué situaciones es necesario cambiar "le" por "se" al usar dos pronombres? (In what situations is it necessary to change "le" to "se" when using two pronouns?)
¿Cómo cambia la concordancia del verbo con palabras como "encantar" o "interesar"? (How does the verb agreement change with words like "encantar" or "interesar"?)
Standard 1.1 (Interpersonal): Students practice asking and answering questions about their belongings and interests using double pronouns.
Standard 1.2 (Interpretive): Students restate sentences by replacing underlined nouns with the correct pronouns.
Lesson Description: This section streamlines student communication by teaching them how to handle "objects" and "interests" efficiently.
Pronoun Mechanics: Reviewing the forms of DOPs (me, te, lo/la, nos, los/las) and IOPs (me, te, le, nos, les).
Placement Rules: Pronouns precede conjugated verbs but can be attached to the end of infinitives (e.g., Quiero hacerla) or present progressives (e.g., está practicándolo).
The Gustar Structure: Re-emphasizing that the verb agrees with the thing being liked, while the IOP indicates who likes it.
Purpose: The purpose is Syntactic Fluidity. By mastering pronouns, students move from choppy, repetitive sentences to the sophisticated, high-level phrasing required in Spanish 3. This lesson is essential for the "Interpersonal Speaking" goal, allowing students to respond to questions like "¿Me prestas el abrigo?" with a concise "Sí, te lo presto".
DOK Levels (Depth of Knowledge)
Level 1: Recall --> Identify Pronouns --> Students identify whether a pronoun is Direct or Indirect based on its function in a sentence.
Level 2: Skill/Concept --> Substitution --> Students restate sentences, replacing nouns like la verdad or los refrescos with the correct DOP.
Level 3: Strategic Thinking --> Complex Logic --> Students combine DOPs and IOPs in a restaurant setting, ensuring the (le --> se) change occurs correctly.
Support (Scaffolding): Provide a "Pronoun Placement Map" showing the two options: Before the conjugated verb or Attached to the infinitive/progressive.
Extension (Challenge): Have students create "Visual Riddles" where they describe a hidden object using only pronouns (e.g., "Mi madre me lo compró y yo siempre lo llevo") and others must guess the item.
Kinesthetic: "The Pronoun Train." Assign students to be the "IOP," the "DOP," and the "Verb." They must physically arrange themselves in the correct order to form a sentence like "Ella nos la sirve".
Selected formative and summative assessments from the SENDEROS VISTA SUPERSITE.