TCNJ Lesson Plan

Positional Language
Student Name: Danielle Hutchinson

School Name: Hopewell Elementary

Grade Level: Kindergarten

Host Teachers Name: Ms. Bradshaw

Guiding and/or Essential Questions:

How do we describe objects in the environment in relation to each other?
Pre-lesson Assignments and/or Student Prior Knowledge
The students prior knowledge consists of knowing how to handle materials such as glue
and paper cutouts. Students have a basic understanding of directional language from past
experiences in their daily lives. However, the students might not have a full understanding of
these terms. Some advanced students might understand certain cues quickly, while others might
need to think before understanding what the direction means.
Standards:
CCSS.MATH.CONTENT.K.G.A.1
Describe objects in the environment using names of shapes, and describe the relative positions of
these objects using terms such as above, below, beside, in front of, behind, and next to.
CCSS.MATH.CONTENT.K.G.A.2
Correctly name shapes regardless of their orientations or overall size.
Learning Objectives and Assessments:
Learning Objectives

Assessment

The students will be able to accurately glue

paper cutouts to a background according to
orally stated directional language.

Students will glue images to the background.

The teacher will assess for at least 9/10 images
to be correctly placed according to the
instructions.

The students will be able to respectfully listen

to directions and successfully follow them.

The students will listen as the teacher reads the

instructions for gluing the images. The teacher
will assess for students who show attentiveness
and are not touching materials until asked.

Materials/Resources:
Blank landscape background, one per student.
Cutout animal images, one pile per student.
Instructions sheet for teacher.
Lesson Procedure:
1. Lesson beginning:
The class will be divided into three groups for the usual center routine. Each group consists of 67 students divided by ability. This lesson will be administered three times during the allotted
time, as other groups complete Fundations activities or independent work.
The lesson will begin once all students are seated at their spots at the table. The students will be
asked what they know about directions. Once ideas have been shared, the teacher will show
the students a blank landscape background and tell the students that she needs help getting the
animals back where they belong on the image, but we have to follow these directions to do it.
The teacher will explain that she has an instruction sheet that tells her where the animals go.
Students will be asked to think about what words in the directions might tell her where to glue
her animals. The students will be prompted to mention words such as terms such
as above, below, beside, in front of, behind, and next to.
2. Using her own paper, the teacher will model reading the first instruction and gluing her animal.
As this is done, the teacher will emphasize proper use of the materials. The teacher will explain
that she thinks she put the animal in the right place, but she wont know for sure until shes done
and can self-check her work on the cheat sheet.
3. The students will be given identical blank landscape backgrounds, a pile of animal cutouts, and a
glue stick.
4. The teacher will read each step of the instruction sheet. These steps include directions such as,
glue the small rabbit next to the tree and glue the bird above the tree. Between each
direction, students will be given time to glue their pieces to the paper. Students who finish gluing
before other students will be asked to wait for the others to finish before moving on.
5. The Lessing ending:
Long closure:
i. Once the students have finished their craft, the teacher will reveal the completed paper. The
students will have the chance to self-check themselves.
ii. The teacher will ask the students to compare their papers with their peers. A group discussion
will take place in which students will be asked to think about why they chose to put their animals
in the places they did. They will be asked to compare and contrast their papers to their
groupmates and discuss any similarities and differences.
Short closure:
i. Once the students have finished their craft, the teacher will reveal the completed paper. The
students will have the chance to self-check themselves.
Key Questions:

What is a direction?
What words tell us where to put the images?
Why did you put ____ in this spot?
Compare and contrast your paper to your groupmates. What do you notice?
Where else do we use directions like these?

 What other ways could you have arranged the images on your picture?

Logistics:
Timing:
The lesson will last approximately fifteen minutes. Three minutes will be allotted for the
introduction and explanation of instructions. Nine minutes will be allotted for the reading of
directions and gluing of materials. Three minutes will be left for students to self-check their work
and concluding activities.
Transitions:
The first group will be told to go from the carpet to my table for this activity. When it is
time to switch stations, each group will line up on the red or blue lines. The children will
rotate stations according to Ms. Bradshaws cues. To transition from the introduction to the
playing of the game, materials will be passed out. To transition from the game to the conclusion,
Classroom Management:
Materials will be given to the students only when they understand the directions and are
showing respect. The teacher will be sure to make my expectations explicit and clear from the
beginning of the lesson. The teacher will remind them to continue showing respect to their peers,
to the materials, and to me for the remainder of the lesson. Students will be warned that they will
be dismissed to Ms. Bradshaw if they misbehave. In order to call student attention, the phrase,
hands on top, that means stop will be used.
Differentiation
The groups participating in the rotation are not leveled. Rather, each group includes
students of mixed abilities. Children who are advanced and finish gluing their materials before
the rest of the group will be asked to help those in need. These children might include Saxon,
Mila, Luke, and Natalie. Students who have trouble with directional language will be allowed to
ask their peers for assistance. These students might include Claire, Leah, Peter, and Sagan.
Children who have difficulty using the glue will be given assistance.