SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

DETAILS
Miss Sarah Kushnar
Language Arts
Fourth
September 11, 2014 40 minutes
CC.1.4.4.F Demonstrate a grade appropriate command
of the conventions of standard English grammar and
spelling.
ELIGIBLE CONTENT: E04.D.1.1.5 Form and use
prepositional phrases.
CC.1.4.4.K Choose words and phrases to convey ideas
precisely.

Formative
AND/OR
Summative
Assessment
Evidence

Formal Evaluation
Students will be formally evaluated on the completion
and correctness of their homework worksheet.
Informal Evaluation
Students will be informally evaluated by observation
during the anticipatory set and question/answer during
the lesson.

Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

CK

Students will be able to:

Identify the prepositional phrase in a sentence 9/10
times.
Define the purpose of a prepositional phrase.
Write 5 sentences describing the location of various
objects, correctly using prepositional phrases.
Identify all the parts of a prepositional phrase
preposition, object of a preposition, and any other
words 9/10 times.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
The teacher will ask the students to think back to the
previous lesson where they learned about prepositions.
The teacher will then ask the students what a
preposition is and what it does.
Review what a preposition is?
Hook/Lead-In/Anticipatory Set
The teacher will have index cards in their hands. Each
student will choose one index card this is the object
that they have to find for the activity. As the students

CK

Explicit
Instructions
Big Ideas
Essential
Questions

are choosing the cards, the teacher will explain the

directions for the activity.
Each student will choose a card from the teachers
hand and place it face down on the desk in front of
them.
There are objects hidden in the classroom and that
they have to find the objects within a 30 second
time limit.
Once they find the object, they must write a
sentence describing where they found the object.
(EX: The apple was next to the book.)
The teacher will start the timer and students will have to
find their object and write their sentence.
The teacher will then randomly choose one students
sentence to write on the board. The students will be
asked to identify the preposition by circling it and the
object by underlining it.
The teacher will then explain that when you put a
preposition with an object and all the words between, it
forms a prepositional phrase.
Big Idea Statement
Word choice and sentence structure are used to express
ideas.
Essential Questions
What do prepositional phrases do?
What makes up a prepositional phrase?
Key Vocabulary
Preposition
Prepositional phrase

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Pre-Assessment of Students
Students will be asked to recall the previous days lesson
about prepositions. The teacher will ask the students
what a preposition is and to give examples of a few
prepositions. (A preposition is a word that shows how a
noun or pronoun is related to another word in the
sentence.) The teacher will then ask the students to
define the object of a preposition. (The object of a
preposition is the noun or pronoun that follows the
preposition.)
After the students have completed this review, a poster
of common prepositions will be placed on the board.
Students will also receive a mini-version of the poster to
keep in their binders.
Modeling of the Concept
The teacher will write a sentence on the board. The
students will pick out the preposition and the object of
the preposition. The teacher will then tell the students
that the preposition, the object of the preposition, and
any words between make up a prepositional phrase.
The teacher will then ask the students to come up with
sentences in the groups that they are siting in. One
sentence from each group will be written on the board.
The students will identify the prepositional phrase and
its parts in each sentence.
Transition
Students will move into two groups based on the stickers
on their desks red and yellow are group 1, orange and
blue are group 2.
Guiding the Practice
Group 1 Hide the Object
Students will get into pairs. Each pair of students
will have an object. One student will pull a
prepositional phrase from the box and hide the
object. His/her partner will then have to find the
hidden object and record where it was hidden by
writing a sentence and identifying the
prepositional phrase.
Group 2 Grammaropolis
Students will use their iPads to practice with
prepositions on Grammaropolis. They will watch
the videos, read the story, and take two quizzes.
Students will record their scores on their personal
score sheet.
After 10 minutes, the groups will switch. During this
time, the teacher will be monitoring student progress
and addressing any struggling students.
Providing the Independent Practice
Each student will receive a worksheet. The students will
write their name and date on the top of the paper. After

all students have received a paper, the teacher will read

the instructions aloud: Choose 5 different objects in the
picture. Write one sentence for each object you chose,
describing its location. Circle the preposition, underline
the object of the preposition, and highlight the entire
prepositional phrase.
The teacher will then review the example sentence with
the class. The teacher will ask the students what the
preposition is (circle it), what the object of the
preposition is (underline it), and then highlight the whole
phrase. Students will then work independently to
complete the worksheet. The teacher will be monitoring
the room to see if students seem to be struggling.
ADAPTATION: While the students are working on their
worksheets, the gifted student will receive a reading
passage where the prepositions have been eliminated.
She will have to choose the correct preposition to fit the
context of the phrase and story. Once all of the phrases
have been completed, she will go through and highlight
all of the phrases.
Adaptations/Accommodations for Students with Special Needs
Gifted The gifted student will receive a reading
passage where the prepositions have been eliminated.
She will have to choose the correct preposition to fit the
context of the phrase and story. Once all of the phrases
have been completed, she will go through and highlight
all of the phrases.
Materials
(reading,
technology,
equipment,
supplies, etc.)

Closure

Worksheet
Object cards and items
Paintbrush, apple, mug, stapler, scissors, crayons,
eraser
White board markers
Website for homework: http://www.ixl.com/ela/grade4/identify-prepositional-phrases
APP: Grammaropolis
Highlighters
Pencils
Reading passage for gifted student
Box
Prepositional phrase cards
Preposition poster
Mini preposition poster
Post it notes
Summary & Review of the Learning
The teacher will write one final sentence on the board.
The teacher will give each student a sticky note with a
number on it (this will identify the students).
The teacher will ask students to identify the preposition

and call students up in small groups by the colored dot

on their desk (red, yellow, orange, blue) to place their
sticky note under the preposition. After identifying the
preposition, the teacher will then circle the preposition.
The teacher will then ask to identify the object of the
preposition. Students will be called up again by groups
and move their sticky note to the object of the
preposition. The teacher will underline the object of the
preposition.
Students will then collect their sticky note from the
board and write the entire prepositional phrase on the
sticky note then place it on the exit ticket board.
Homework/Assignments
If the worksheet was not finished in class, it is
homework.
Students will complete the Preposition Activity on IXL.
(http://www.ixl.com/ela/grade-4/identify-prepositionalphrases)
Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?