Name__Caitlyn Ashby__________________

Class Section_________________

EdTPA Lesson Plan Template

Grade & Subject:
Central Focus: Students will be learning and using
Kindergarten science
prepositions to compare the position of objects.
Essential Standard/Common Core Objective:
K.P.1.1 Compare the relative position of various
objects observed in the classroom and outside
Date submitted:12/ 3/2014
Date taught:
using position words such as: in front of, behind,
between, on top of, under, above, below and
beside.
Daily Lesson Objective: Students will be able to compare relative positions or various objects place inside and outside
the classroom using position words such as: in front of, behind, between, on top of, under, above, below and beside.
21st Century Skills: The teacher will use a Power Academic Language Demand (Language Function and
point presentation when teaching position words. Vocabulary):
Students will use podcast directions to follow the Language function: learning how to use prepositions to describe
steps and show understanding of position words. positions.
Vocabulary:
Position- the location of a noun. Or where something is.
Prior Knowledge:
Students must have a general knowledge of where things in the classroom are located. Knowledge of basic shapes
and colors.
Activity

Description of Activities and Setting

1. Focus and Review

Have you ever tried to tell someone where something is without showing
them? What about describing where things go when we put them away or
where you are. It can be a hard thing to do but with some help from the words
we use we can describe where anything is.

2. Statement of Objective
for Student

Today we are going to look at objects inside and outside the classroom and
describe their position using what we call position words.

3. Teacher Input

Define concept:
Teacher will turn on power point the first slide will be a picture
Teacher will then ask students what they see.
Students may say things like a cat or "a plane
Teacher should prompt students to use position words on their own by
asking where things are, for example where is the cat? On the bed.
As students talk about things that they see the teacher should be
writing them down in sentence form on a board or a large paper and
then under lining the position words.
You may have noticed that I underlined a word in each sentence
these are our position words: on, behind, in, and under are words that
describe the position of everything either in the room or out the
window.
Now we are going to make a list for our wall to remember some
position words ______ will you give us a position word? Either one
that weve used or even one you know on your own.
Teacher will then, on a poster board, make a list of position words
with the students help and illustrate them.
Model strategy:

Revised 1/8/14

The teacher will now model the strategy

All position words can be modeled using a box.

Time

4. Guided Practice

The teacher will have the students sit in a circle to demonstrate

The teacher will place a box in the middle and go down the list
demonstrating each position word with a small toy or anything
available.
Lets test some of these position words.
Place the object inside, next to, under and even between boxes
showing visually what each position word means.
Students will now work on a guided practice.
Teacher will give students a work sheet in which they cut
out the different shapes.
Each student will listen to instructions.
do not glue shapes down yet only place them where you
think they should go.
Teacher will then read instructions one at a time for the
entire class
The red triangle goes beside the box and so on.
When the students have finished the teacher will do it with
them on the doc cam. (or as a smart board activity)
The teacher will demonstrate each of the examples giving
the students a chance to glue them in the right spot if they
were wrong in the first place.

Each student will be given their own shoebox and several items in
a bag.
At the back table 5 at a time students will listen use head phones
5. Independent Practice
to listen to the pod cast that is giving them directions on where to
place their items. When finished four or five boxes labeled based
on the pod cast will assemble together to make a dollhouse.
Formative assessment will come from observing children during the guided practice.
Teacher will be able to tell basic understanding from the results of the guided practice
6. Assessment Methods of work sheet. Formative will come from the accuracy of the dollhouse. Not every doll
all objectives/skills:
house will be the same but the objects will follow the same guidelines Ex: the couch
might be any where in the room but as long as it is inside the box and next to the book
shelf it is correct.

7. Closure

As you can see from our houses that we made by just following directions
position words can help describe where things are. We can use these words to
be more specific and helpful when talking to people.

8. Assessment Results of
all objectives/skills:

Satisfactory is having all five elements placed according to the pod cast directions. 75%
satisfactory is placing the items either inside or outside correctly and anything less need to
be retaught the subject again and possibly differently.

Targeted Students Modifications/Accommodations

ELL: The podcast may be done in native language
or could be given visuals such as a video or slide
show that follows along with the pod cast.
ADHD: This student will sit close to the teacher.
When doing podcast and box model student may
want to put up blinder a trifold that helps focus
on their own work.

Revised 1/8/14

Student/Small Group Modifications/Accommodations

For every stage of learner you would adjust the pod cast to
their ability.
Lower level learners: would have a very basic podcast that
simply states one direction (place the couch inside the box)
At level learners: would have directions such as put the
couch inside the box on top of the rug and next to the book

Autistic students: This student may do better doing

the guided practice and independent practice at a
table or desk that is separated from the others. This
way the student can participate without distraction
or distracting other students.

case

Gifted learners: will move up blooms taxonomy to

analyzing and they will be given directions such as place the
couch inside the box on top of the rug and next to the book
case so that Barbie can see out the window.
Materials/Technology: Shoe box/ PowerPoint/ podcast iPod or iPad/ head phones/ doll house objects/ work sheet/ box/
small object for demo/
Reflection on lesson:
(See rubric for reflection prompts)

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______

Revised 1/8/14