Title of the Lesson Prepositions and Prepositional Phrases

Teacher-Candidate Name Amanda TustinDate Monday, 02/27/2017

Grade Level/Content Area 8th Grade/ELA

# of Students 20-29 (Depending on the period)Length of Lesson 45 minutes

1.1 Integration of Learning Outcomes

SWBAT identify a preposition and prepositional phrases in a sentence.

SWBAT identify the importance of preposition use in a sentence.
SWBAT demonstrate the correct usage of prepositions.
SWBAT create a sentence including prepositions and different parts of speech.

1.2 Standards

CC.1.4.8: Demonstrate a grade appropriate command of the conventions of

standard English grammar, usage, capitalization, punctuation and spelling.

1.3 Formative and Summative Assessment

Summative: Students Hunting for Prepositions worksheets will be collected at

the end of the period to help check for understanding.
Formative: As students are drawing their shapes and objects, I will be walking
around the classroom monitoring engagement.
While students are flipping through various chapter books, I will walk around
monitoring student progress of identifying propositional phrases throughout the text.

1.4 Materials

Students notebook paper

School House Rock- Prepositions YouTube video

10 different grade level appropriate chapter books
White board
Exit Slip tickets

1.5 Anticipatory Set

 Each student will open their notebook to a blank page at the start of class.
To get them thinking about prepositions and their significance, I will ask students
to create a drawing I have prepared in front of me.
To do this, I will tell students what to draw, but not where to draw it. I will omit
the prepositions used to describe direction of the shapes or objects I will have students
draw (above, under, next to, on, in, around, etc.)
Okay, class I have a drawing that I want you to copy into your notebooks. Open
to a blank sheet.
First, I would like you to draw a circle. Next, draw a triangle. Next draw an
octagon (if students forget how many sides an octagon has, I will share that the root of
octagon, oct means 8. Therefore, octagon has 8 sides.)
Ms. Tustin, where should we draw our shapes?
Teacher will not give specific location to place shapes and objects.
Next, draw a rectangle. Draw a diamond. Draw a star. Draw a sun. Draw a
cloud.
Ok, lets now compare your drawing with mine. Yours all should look like
mine.
There will be a lot of chitter chatter in the class and possibly upset. Their
drawings will not look like mine.
Ms. Tustin, none of ours looks like your drawing. Our shapes and objects are in
different places than yours.
Why do you think yours and your classmates looks different from mine?
You did not give us directions, you just told us what to draw.
What words I have used to give you directions?
On, in, between, under, around, above?

Exactly! Great job. Does anyone remember what these words are called?
Prepositions?
Yes, exactly. We use prepositions every day in our speech, writing, and reading.
You can see in this activity that prepositions would have been helpful to get your
drawling to look exactly like mine.

1.6 Procedures

After students have a better understanding of the importance of prepositions in

every day speech, writing and reading. I will give students a better understanding of
prepositions and different parts of speech by giving students the definitions of each.
Before I give the definitions of each, I will see what students prior knowledge of
various parts of speech is.
So now that we know that prepositions are important, lets define it.
As I write down the definitions on the board, I would like you to copy them into
your English notebooks. They will be a good resource to have for an activity we are
going to do later in class today.
 I am going to hand you each a copy of the most commonly used prepositions. I
want you to keep this in your English binders.
Ok, we will first identify what a preposition is. We already said that a
preposition tells us where and gives us direction right? Well a preposition also helps
us identify different parts of speech throughout a sentence.
A preposition links a noun or pronoun to other words in a sentence. A
preposition can also connect two nouns to each other. Prepositions never travel alone,
they are always with an object.
Does anyone remember what a pronoun is?
Isnt a pronoun he, she, their, his?
Yes! Exactly! A pronoun is a word that are used in place of a noun.
I know you all know this next word, but can anyone give me a refresher of what
a noun is?
A noun is a word that is used to identify people, places or things.
Alright, now we are going to watch a short clip on Prepositions. Its a little silly,
but I think you will enjoy it and learn from it! Who knows, the song may help you
remember what a preposition is!
After we watch the short video clip, I will have students get in groups of 2-3.
They will each be given a chapter book that is grade level appropriate. Their task will be
to identify 5 different sentences that contain prepositions throughout the sentence.
Once they gather 5 sentences, they will work then work individually to identify
the 5 parts of speech we discussed and defined in the beginning of class.

This will give me a better understanding of what each student struggles with and
succeeds with regarding to parts of speech.
Alright class, we are now going to work on identifying prepositions in different
types of texts. Today we are going to look at different chapter books.
For todays purposes, you are going to get into groups of 2-3. Each group will
be given a different chapter book. As a group, its your job to find 5 different sentences
where prepositions are used to link a noun or pronoun to other words.
Once you finished identifying the five sentences, you will individually work to
identify the different parts of speech we discussed as a class at the beginning of class
(pronoun, noun, adjective, verb)

1.7 Differentiation

Students who have reading comprehension problems, teacher can read sentences
to student and assist them in identifying the parts of speech that makes up the sentence.
Students who struggle with reading and sentence fluency will be given lower level
chapter books.
The YouTube video will accommodate students with music and visual
intelligences.

1.8 Closure
 Once students are finished with identifying 5 sentences that contain prepositions
and finish their independent work, we will discuss as a class the importance of
prepositions.
How do prepositions help us understand different parts of speech? Did it help you
identify different parts of speech today?
After we have some discussion on the importance of prepositions, we will discuss
some of the sentences students identified in the various texts.
I will have the student sharing the sentence, also share the different parts of
speech.
This will clarify any misunderstandings in identifying parts of speech.
Once our discussion has come to a good place, I will give each student an exit
ticket. This will help me get a better understanding of which students grasp prepositions,
as well as identify which students are struggling and need extra support.
The exit ticket will ask students to think of 2 new facts they learned in todays
lesson, one fact they already knew, and questions or concerns they have about
prepositions or the other parts of speech discussed.
If there is still time left in class, I will have a madlibs worksheet ready for
students to work on. This will be a fun activity that students can work on at the end of
class. This activity will also challenge students and continue their thinking of the
importance of identifying different parts of speech in a sentence.

9. Technology

The smartboard will be used when presenting the video Prepositions by School
House Rock.

2.0 Reflection on Planning

To create a meaningful lesson that engaged students and provided them with ample
opportunities to learn throughout, I consulted with few professional teachers. At first, I did not
know how I was going to teach on prepositions. I wasnt sure how to make a lesson on
prepositions for an 8th grade classroom. Activities and lessons, I researched on the internet
seemed to be geared towards lower grades. I was worried that the lesson I would choose would
insult the 8th graders intelligence. This was something that I certainly did not want. Professor
Manion was great resource in helping me with this lesson. When she told me about the drawing
activity, I was really intrigued and thought that it would be perfect to implement in this
classroom. It would show students the true importance of prepositions and how difficult it was
for them to make their drawing look just like mine without the use of prepositions.
 After I came up with a rough draft of my lesson plan, I spoke to my cooperating teacher.
She was very helpful in that she provided me with standards that aligned with the lesson, as well
as provided me with different exit tickets I could implement at the end of the lesson. She also
gave me an idea of what students know prior to this lesson. She discussed how students have
been struggling with prepositions and different parts of speech and this lesson would be geared
to giving them a better understanding of both. I geared my lesson based on this discussion. I
wanted students to gain both a better understanding of prepositions but also realize the
significance prepositions have in helping identify various parts of speech. After meeting with my
cooperating teacher, I began brainstorming more activities that could reiterate the importance of
prepositions and different parts of speech. I was able to get feedback from my sister, who is a 4th
grade teacher at Glen Acres Elementary School. I shared with her my idea to have students look
for prepositions in sentences throughout a grade level appropriate chapter book. I thought this
would be a great way to get students to get more familiar with common prepositions used
throughout writing. I then thought that since they will already have 5 sentences picked out from a
book, they can then identify the different parts of speech throughout the sentence. This would
help me in identifying which students understand prepositions and parts of speech, and which
students struggle it. When students are placed groups of 2-3, I will be purposeful in at students
work together. Students who struggle will be placed with students who have a better grasp of the
prepositions and parts of speech. Also, students with behavior issues, will not be placed together.
I have noticed in the classroom, my cooperating teacher has students placed in groups already
based on these observations and who works best with each other.

The only concern I have with this lesson, is what my anticipatory set is. I think it is the
drawing activity. I do not want students to know we are learning about prepositions before the
lesson begins. This activity will engage students and give them a grasp on the significance of
prepositions in our everyday speech, writing and reading.

2.1 Reflection on Instruction

Overall, I felt like the lesson went well. I was very happy to see each class actively
engaged in both instruction and group work. I personally had a blast teaching. Teaching three
classes in a row on the same content was great. As I taught class after class, I began to feel more
confident and comfortable with what I was teaching. I also began to have a system down of what
worked and what didnt. My first time teaching this lesson, the class was hard to real it at first,
but once I told them they were drawing they were engaged. They were curious why I was asking
them to draw different shapes and objects. One student said, Are you teaching us geometry?
When I told them their drawing had to look at mine, they said you didnt give us directions or
we all have different perspectives. Each class was engaged in discussion, making it all the
more fun to teach. I saw a lightbulb go off for many students when I asked, What words could I
have used to give you direction of the different shapes and objects? I heard a lot of Ohs and
I get it now! That was a teacher moment that I never experienced, and was very rewarding.

When we went over the vocabulary of 5 different parts of speech, I was surprised that for
many it was a refresher. They had once learned it but had forgotten what the definition was. I
was glad I prepared that list of parts of speech, especially for the two lower level classes. The
enrichment class were much more aware of the definitions of each. The video on prepositions by
School House Rock was a success. While planning this lesson, I was a little hesitant as to
whether I was going to show the video clip or not. To my surprise, the students were engaged in
the video. I think it was a great tool to show students the importance of prepositions and how
they describe location.

The Hunting for Prepositions gave students the opportunity to navigate through
different types of text for sentences that contain prepositions. Students were able to refer to their
Most Common Prepositions worksheet, and vocabulary to help them identify sentences. My
first time teaching this lesson was to a lower level group. I instructed them to find 5 sentences
containing prepositions throughout the given book. I soon learned that finding 5 sentences was
too much to ask for this level group. When I taught the next lower level class, I was able to adapt
the number of sentences students needed to find. Instead of 5 sentences, students would only
need to find 3. This was less time consuming and seemed to not overwhelm the students as much
as the first class. This is one way I was able to adjust my teaching for different levels of
thinking. For the enrichment class I kept the number of sentences to be found to 5. For the
second lower level class I taught, I made sure to have a discussion based on the different
sentences they found in the text. They were eager to share their sentences as well as the
prepositions the sentence contained. As a class, we were also able to discuss the importance of
prepositions and why/how prepositions can help in identifying different parts of speech
throughout a sentence. The first class I taught, I regretfully did not allow enough time for this
part of the lesson. Each class I taught, my teaching style varied. I made sure to incorporate
discussion and adapt instruction based on the class needs, as well as observations of what was
working, and what was not. The vocabulary worksheet was adapted for the enrichment and lower
level class. For the enrichment class, I did not offer a vocabulary worksheet. Instead they had to
write the vocabulary words into their interactive notebooks. Whereas, the lower level classes
were given vocabulary sheet, with blanks throughout the definitions of each. This helped
students in the lower level class not get fixated on writing the defintion.

Both student engagement and class discussion were key indicators for me that students
were learning and objectives were being met. In each class, many students had a general
overview of what a preposition was but did not fully grasp the concept. I felt that this lesson
helped achieve the gap of misconceptions or misunderstandings pertaining to prepositions. While
students were working on their hunting for prepositions worksheet with a classmate, I walked
around the classroom to clear up any confusion or work with students who were struggling to
find a sentence containing a preposition.

Both reading and writing were implemented throughout the lesson. When students were
given a chapter book, they had to read various sentences, in order to identify if it contained a
preposition. Students then were instructed to write down the sentence onto the worksheet,
Hunting for Prepositions.

While walking around the classroom, I was able to get an idea of which students show
difficulty in identifying different parts of speech. Many students had a hard time identifying the
subject and adjectives in a sentence. While checking in while they were working on the
worksheet, I was also able to see which areas students showed success in. With this new
knowledge, I will better be able to assist these students during my time at field. I am going to
talk with my mentor teacher and ask if I could work with a few students at a time, teaching them
about a part of speech they showed difficulty with throughout this lesson. I think another lesson
on prepositions should discuss the importance of prepositions in our writing. Although, I think
this would have been a great way to challenge the enrichment class, I think both lower level
classes should be exposed or taught prepositions specifically geared towards writing. The exit
ticket students received at the end of class, asked students to list two facts they learned, one they
already knew and questions or concerns they may still have after the lesson. I noticed on many,
especially the enrichment class, students did not write down any questions or concerns.
However, many did write that they knew what a preposition was before coming into the lesson.

. After my post-lesson conference with Professor Manion, I was able to see ways my
lesson could have improved and been more meaningful to students. Although, my lesson went
smooth and students learned throughout adaptations could have been made. For the lower level
classes, while going over the vocabulary portion of the lesson, I would be sure to have a
worksheet projected on the smart board and fill in the blanks as I give each definition. I noticed
during the lesson today, one student was struggling to keep up with the rest of the class. If I had
the worksheet projected on the smartboard, this student would have easily been able to follow
along. Another adaptation I would make if I were to reteach this lesson, would be to model the
activity Hunting for Prepositions before having students work on their own with a classmate. I
noticed in each class, there was some confusion of what was expected to be done with the
worksheet. They would have also known that after they write their sentences down, they were to
find the different parts of speech throughout. If I had modeled this, it would have given students
a better idea of what they were to do. I also would find a way to make the lesson more
challenging for the enrichment level class. Although they seemed engaged and to enjoy the
lesson, I felt that they could have been challenged more. I could possibly do this through a
writing activity, where they have to identify different prepositions throughout their own writing
pieces. I also would have not have started the class with telling the students to get out their
interactive notebooks and write prepositions in their table of contents. Right before the lesson
began, my cooperating teacher asked if I could have them put this in their interactive notebooks.
If I were to teach again, I would have them put it in their notebooks and label their table of
contents after the activity. That way, the goal of guessing the types of words would have not
been spoiled.

This teaching experience has helped me gain confidence in my teaching abilities. Hearing
feedback from both Professor Manion and my mentor teacher was very encouraging. It made me
excited to have my own classroom one day. After this lesson, I became more aware of specific
areas of improvement that I can begin to focus on. Classroom management and getting the
students to quiet down is one thing I would like to work on. I would also like to work on my
ideas and differentiation for my next lesson. I believe I could have incorporated more detail in
my differentiation and strategies that I did not implement today. However, this teaching
experience has been a great learning experience and helped me gain confidence in myself as a
future educator!