Standards:

INTASC:

Standard #3: Learning Environments

The teacher works with others to create environments that

support individual and collaborative learning, and that encourage
positive social interaction, active engagement in learning, and
self-motivation.

3(e) The teacher uses a variety of methods to engage learners in

evaluating the learning environment and collaborates with
learners to make appropriate adjustments.

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches and creates
learning experiences that make these aspects of the discipline
accessible and meaningful for learners to assure mastery of the
content.

4(d) The teacher stimulates learner reflection on prior content

knowledge, links new concepts to familiar concepts, and makes
connections to learners’ experiences.

NEVADA CORE CURRICULUM:

1. Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival,
adverbial, participial,
prepositional, absolute) and clauses (independent,
dependent; noun, relative,
adverbial) to convey specific meanings and add variety and
interest to writing
or presentations.
2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to
link two or more
closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.

BLOOMS TAXONOMY:
1. Students will be able to identify the difference between
indirect and direct objects.
2. Students will be able to create their own sentences using
indirect and direct objects.

Auditory: I will be speaking to the class and explaining verbally

the difference between indirect and direct objects.

Visual: I will provide a video, PowerPoint, and a hand out that will
allow students to see the difference between direct and indirect
objects.

Kinesthetic: I will physically demonstrate the difference between

direct and indirect objects by throwing a ball to a student.

MATERIALS:

 Direct and Indirect Object PowerPoint

 Direct and Indirect Object Handout
 https://www.youtube.com/watch?v=OSE3OiRGlgE
 Ball
 Candy in assorted colors
 Pencils
Do First (5 minutes):
 Tell students we are going to be talking about indirect and
direct objects today.
 Throw a ball to a student in the class and ask what did I just
do? *answer is threw
 Ask what did I throw? Explain that the ball is our direct object
because it is the thing being affected by my action first.
 Ask who did I throw the ball to? Explain that the student I
threw the ball to is our indirect object because they are the
one who was affected by my action secondly.
 Write on the board “I threw insert student’s name the ball.”
Underline I and identify it as the subject. Underline threw
and identify it as the verb. Underline and identify “the ball”
as the direct object. Underline and identify the student’s
name as the indirect object.
Mini-lesson (25 minutes):
 Watch this video first explaining Direct and Indirect
objects.
o https://www.youtube.com/watch?v=OSE3OiRGlgE
 Use PowerPoint provided to navigate through slides
 Ask the class what are their plans for the weekend? Say to
the class that this weekend I’m going to the movies. Write
on board “I told the class my weekend plans. Identify I as
the subject, told as the verb. Now ask what the direct
object is? Identify my plans as the direct object. Ask what
the indirect object is. Identify the class as the indirect
object.
 Take a piece of candy and hand it to a student. Write on
the board “I gave insert student’s name candy.” Identify I
as the subject, gave as the verb, and ask what the direct
and indirect objects are. Identify candy as the direct
object and the student as the indirect object.
Guided Practice (15 minutes):
  Pass around a bag and allow students to get one piece of
candy each. In the bag of candy should be only 5-8 different
colors depending on how large the class is. Students will
break into groups of 4-5 depending on their colored candy.
 Each group will be responsible for creating 5 sentences that
include a direct object and indirect object. Instruct students
to write these sentences down. Identify what words they
used for their indirect and direct objects, and in 15 minutes
collect those papers.

Independent Practice (40 minutes):

 Pass out Direct Objects and Indirect Objects hand out and
instruct students to complete the work on their own. The
students are expected to complete exercise 1 and exercise
2.
 When they are finished with the hand out, instruct students
to check their answers with their group.

Exit Slip (5 minutes):

 Complete exercise 3 individually. This will be used to assess
students’ knowledge on identifying a direct object and
indirect object in a sentence.
 References

Definition of "direct object" - English Dictionary. (n.d.). Retrieved December 11,

2018, from https://dictionary.cambridge.org/us/dictionary/english/direct-

object

Lauralee, & Moss, L. (2017, May 29). Grammar Lesson Plans: Parts of a

Sentence. Retrieved December 10, 2018, from

https://languageartsclassroom.com/2017/03/grammar-lesson-plans-parts-

sentence.html

Simmons, R. L. (n.d.). The Indirect Object. Retrieved December 11, 2018, from

http://www.chompchomp.com/terms/indirectobject.htm

Subject, direct object, and indirect object. (n.d.). Retrieved December 11, 2018,

from https://www.khanacademy.org/humanities/grammar/syntax-sentences-

and-clauses/subjects-and-predicates/v/subject-direct-object-and-indirect-

object-syntax-khan-academy
 Reflection

1. The student will achieve grammar skills and will be able to

properly use indirect and direct objects in a sentence as well
as identify the difference.
2. There will be a lot of engagement during the PowerPoint
presentation and also when having a discussion with
students with physical demonstrations.
3. This lesson plan has a strong detailed explanation of the
differences. This lesson plan lacks more ways to incorporate
kinesthetic learning strategies.
4. I pushed myself to use various methods of engagement
including visuals, auditory videos, color coordinated power
points, and physical demonstrations that allow the teacher
and students to interact. I also touch on subject material that
should be prior knowledge. For example: subject vs. verbs.