DO or IO? A Creative and Engaging Way to Practice Direct Objects and Indirect Objects in the Classroom
Direct objects and indirect objects are two types of complements that can appear in sentences with transitive verbs. A direct object is a noun or pronoun that receives the action of a transitive verb, while an indirect object is a noun or pronoun that tells to whom or for whom the action of a transitive verb is done. For example, in the sentence “She gave him a book”, “book” is the direct object and “him” is the indirect object. Understanding direct objects and indirect objects is important for developing students’ grammatical competence and writing skills. However, many students find these concepts difficult to grasp and apply. Therefore, it is essential to provide students with meaningful and engaging activities that help them practice and master direct objects and indirect objects in a fun and interactive way. One such activity is DO or IO? A Grammar Game Show, which is designed to help students identify direct objects and indirect objects in sentences, distinguish between them, and use them correctly in their own sentences. This activity involves dividing the class into two teams and having them compete in a game show format where they have to buzz in and answer questions about direct objects and indirect objects based on sentences written on index cards. The activity also includes assessment, extension, variation, reflection, and note components that enhance its effectiveness and suitability for different learners.
Title:
DO or IO? A Grammar Game Show
Objectives:
- By the end of this activity, students will be able to:
- Identify direct objects and indirect objects in sentences
- Distinguish between direct objects and indirect objects
- Use direct objects and indirect objects correctly in their own sentences
Materials:
- A set of index cards with sentences written on them (some with direct objects, some with indirect objects, some with both, and some with neither)
- A buzzer or bell for each team
- A scoreboard or chart paper to keep track of points
- A prize for the winning team (optional)
Procedure:
- Divide the class into two teams and assign each team a buzzer or bell.
- Explain the rules of the game: The teacher will read a sentence from an index card and the teams will have to buzz in if they think the sentence has a direct object, an indirect object, or both. The first team to buzz in will get a chance to answer. If they answer correctly, they will get one point for each object they identify. If they answer incorrectly, the other team will get a chance to steal the point(s). If neither team buzzes in, the teacher will reveal the answer and no points will be awarded. The game will continue until all the index cards are used or until time runs out. The team with the most points at the end will win the game (and the prize, if any).
- Review the definitions and examples of direct objects and indirect objects with the class. A direct object is a noun or pronoun that receives the action of a transitive verb. An indirect object is a noun or pronoun that tells to whom or for whom the action of a transitive verb is done. For example, in the sentence “She gave him a book”, “book” is the direct object and “him” is the indirect object.
- Shuffle the index cards and place them face down on a table or desk.
- Begin the game by picking up an index card and reading the sentence aloud. Wait for one of the teams to buzz in and answer. Award or deduct points accordingly and keep track of the score on the scoreboard or chart paper. Repeat until all the index cards are used or until time runs out.
- Announce the final score and congratulate the winning team.
Assessment:
- The teacher can use the game as a formative assessment to check students’ understanding of direct objects and indirect objects. The teacher can also collect students’ sentences from their own writing and mark them for accuracy and feedback.
- The teacher can use a rubric or checklist to evaluate students’ performance on the following criteria:
identification of direct objects and indirect objects, distinction between direct objects and indirect objects, use of direct objects and indirect objects in sentences.
Extension:
- To extend the activity, the teacher can ask students to create their own sentences with direct objects and indirect objects and write them on index cards. The teacher can then use these index cards for another round of the game or as a review activity.
- To challenge students further, the teacher can introduce other types of complements, such as predicate nominatives and predicate adjectives, and include them in the game.
Variations:
- To differentiate the activity, the teacher can modify the level of difficulty of the sentences on the index cards according to students’ abilities. For example, the teacher can use simpler sentences with one-syllable words for lower-level students and more complex sentences with multi-syllable words for higher-level students.
- To accommodate different learning styles, the teacher can use different modes of presentation for the sentences on the index cards. For example, the teacher can use pictures, symbols, gestures, or audio recordings instead of written words.
Reflection:
- After the activity, the teacher can ask students to reflect on their learning by answering questions such as:-What did you learn about direct objects and indirect objects?
-How did you use your prior knowledge to play the game?-How did you work with your team members?-What strategies did you use to identify direct objects and indirect objects?-What challenges did you face?-How did you overcome them?-How can you apply what you learned to your own writing?
Notes:
- The teacher should prepare enough index cards with sentences for each round of the game. The teacher should also make sure that each sentence has only one possible answer (i.e., either direct object, indirect object, both, or neither).
- The teacher should monitor the game closely and intervene if there are any disputes or misunderstandings among students. The teacher should also
- The teacher should also provide positive and constructive feedback to students throughout the game and praise their efforts and achievements.
- The teacher should review the key concepts and skills of direct objects and indirect objects with the class after the game and address any questions or misconceptions that students may have.