Your Name:

Stephanie Dye

Grade Level: K

Overall lesson topic/title Duration of time: Locating Places and Things (25 minutes)

Objectives for todays lesson:

Students will be able to use positional words such as above, beneath, next to, etc. to be able to
identify locations in the classroom and their relation to other items.

MI GLCEs
G1.0.2: Use environmental directions or positional words (up/down, in/out, above/blow) to
identify significant locations in the classroom.

P.FM.00.11: Compare the position of an object (for example: above, below, in front of, behind,
on) in relation to other objects around it. (Science)

Materials & supplies needed:

Small ball, block, positional word activity sheet

Procedures and approximate time allocated for each event

LAUNCH (BEFORE)

Academic, Social and

Linguistic Support during
each event for my focus
students:

( What will I say to help children understand the purpose of the

lesson? How will I help them make connections to prior
lessons or experiences? How will I motivate them to become
engaged in the lesson? How will I launch the problem? How
will I establish clear expectations for how they will be working

By playing I Spy and Simon

Says, it is a way for me to
reinforce ideas that students
have just learned. This is also
a way to meet the needs of my

and what products I expect? When and how will I distribute

materials and supplies?)
(____ minutes)
As an introduction, I will talk about when we are describing
where something is; we have to use special words to help others
find where what we are looking for can be found. This is called
a location. A location is where something or someone is.
Students need to understand how these words work so they can
participate in our game before our lesson ends.
A chart will be created with above, down, in, out, in front of,
and behind, which we will go over. This chart will have pictures
next to what the words mean. 5 minutes.

EXPLORE (DURING)
(What questions will I ask students as they are working? What
questions, hints or suggestions will I use to help students who
might struggle? What correct solutions do I hope to see?
What are some possible incorrect solutions I might see? What
will I say or do when I see each of the incorrect solutions?
What will I provide for students who finish quickly?)
(___ minutes)
During our lesson, I will demonstrate all of our words on our
chart with a small ball and a block. The ball will go above the
block, and I will say this out loud. The ball will be placed below
the block, and I will say this out loud. This will be true for all of
the positional words so students can see the words being used in
place.

From here, we will play a game of Simon Says. The game will
use the positional words for the students to practice.
Simon says, Stand up.

students who often need

repetition for something to be
learned.

Simon says, Sit down.

Simon says, Raise your foot up.
Lower your foot down.
Simon says, Bend your elbow in.
Simon says, Point your foot out.
Simon says, Hold your foot above the ground.
Stand behind your chair.
Simon says, Stand in front of your chair/desk/table.
Simon says Put your pencil under your chair.
Put your hands above your head.
Simon says Put your hands below your knees.
Simon says Hold your pencil behind your back.

If time allows, we will also play I Spy using the same words for
extra practice.
I spy something below the clock.
I spy something above the TV.
I spy something above the calendar.
I spy something below the numbered apples.
I spy one thing in front of my desk.

I spy someone behind a friend.

10 minutes

SUMMARIZE (AFTER) (How will I structure the whole

group discussion? How will I facilitate the sharing of
strategies? How will I help students listen actively to each
other? How will I help them make connections to prior lessons
or prepare for future experiences? How will I summarize the
main ideas of the lesson? How will I bring closure to the lesson
and help children reflect on their experiences? What kind of
feedback do I want from them at this time?)
(___ minutes)
To end our lesson, students will be given an activity sheet with
different pictures on it. We will go through each one
individually to see if students can find specific pictures behind
one another, in front of one another, and so on, practicing our
words.

5 minutes

Assessment (How will I gauge the students learning as I

implement the lesson plan and once the lesson is completed?
Specifically, what will I look for? How will I use what I am
learning to inform my next steps?

Academic, Social, and

Linguistic Support during
assessment
There will be repetition

Throughout the game of Simon Says, I will make sure that all
students are participating. If they are not, I will be modeling
what I am asking of them, as well, so they can look at me if
they are unsure of a word. If I see students who are not
following along, I will use the same action preposition again,
but with different actions, until everyone follows along.

Reflection
Students loved this lesson. They have been learning these words
throughout the semester with our speech teacher, and this was a
great review for them. The students loved playing Simon Says,
and guessing what I was thinking of when we were playing I
spy. I modified our game of Simon Says so we could all do it at
the carpet. I still used all of our words, using Simon Says put
your hands inside of your lap and Simon Says put your hands
above your head. I also modified the I Spy game to include
people inside our classroom, and someone outside of our
classroom. I included other hints for the person outside of our
classroom such as she is still inside of our school and she is
a very important person to the school. These extra clues helped
guide the students that I was thinking of the principal, but still
help students practice the positional words.

throughout to make sure that

my students who have trouble
focusing will be able to
participate in Simon Says and
I Spy.
During I Spy I will also use
objects that are close to one of
my students who has trouble
seeing.

Using Positional Words to Locate Objects

Name: ____________________
Circle the object that is in the position your teacher reads in each box.

1. behind

2. in front of

3. above

4. below

5. In

6. Out