Using the portion of the book we’ve already read lets them focus on the grammar aspect, rather than trying to understand the words or translate them.Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by using a variety of instructional approaches, strategies, and technologies that make learning accessible to alllearners and support learners in reaching rigorous curriculum goals.Teaching and Learning SequenceBeginning with what they already know to warmup, making sure they have a grasp on what we’ve already done before we introduce something new.Specifically, we go over a chapter in a book we’ve been reading. On their worksheets are sentences from the book, translated into English. They call out when they hear the sentence spoken in French.After, we transition into an exercise on the same sheet. The questions point out direct objects from sentences above, which the students translate.At this point, cards are handed out that the students can rearrange into sentences. They replace the direct object with the correct pronoun, in the correct word order. They work on this independently, with both I and Mme Calder working with students one-on-one as needed, to make sure they understand.We explain how indirect objects work using the textbook, which the students will all have over break and be expected to work out of anyway.Cards will then be handed out with the exact same dynamic, except now including indirect objects. One-on-one is expected to be more frequent and required due to the new concept.