Torin Sawyer

9/15/15
My Lesson: Using common prepositions in a story (to, from, in, out, on, off, for, of,
by, with, etc.)
1. Analyze Learners: (Choose 2 of these)
Characteristics: This is a kindergarten classroom, with a pretty even mix of boys and girls
(11 boys, 14 girls) and fairly diverse ethnical backgrounds (50% Caucasian, 15 %African
American, 10% Asian, 25% other)
Knowledge base: These children have had some experience with prepositions, and have
heard them in daily language all their lives. Before starting this lesson, I will talk to the
students about what a preposition is, but not expect them to remember exactly.
Learning style: Students will use a group method, and a hands-on approach to work
through the problem. We know, based on research, that it is best to use multiple means of
representing a concept so each student will have a chance to understand to the best of
their ability.
2. State Standards and Objectives: ABCD objectives:
Conditions: The students will reflect on prior experience to narrate a story using
pictures. The learner will have the option to work individually, with a partner, or as a
group, although, as a teacher I might need to facilitate the grouping. The learners will use
paper, colored pencils/crayons, and their imaginations to create a story using
prepositions. I might change this to having a student tell me a story about a picture I
provide to them if coming up with their own story seems to be too challenging.
Degree: The students will have about one hour to do this activity, including my
explanation and any help that I offer. If the students manage to go over the time limit, we
can finish up their story the next day, or ask them to take it home and work on it there.
Since there is no correct way to do their story, I will just be looking at the accuracy of
their use of prepositions, and if they understand the concept of prepositions. If a student
does not understand the topic, or needs some help, then I will spend some extra time
working with them, or ask another student who does understand to help them also.
3. NETs standards
NET Teacher standards:

Facilitate and inspire student learning and creativity.

o Even though I might be asking my students to create a story based off of a
picture (on the computer), they are still using a great deal of imagination
and creativity in that activity. If I have my students create their own story,
it might take too much time or they might get overwhelmed.

Torin Sawyer 10/27/2016 1:44 PM

Comment [1]: Here, I would have added if
any of the learners in this classroom were
ESL or SPED. This is the point in which I
would begin to indicate that I am
differentiating instruction.

Torin Sawyer 10/27/2016 1:46 PM

Deleted: (Choose 2 of these):

Torin Sawyer 10/27/2016 1:46 PM

Deleted: s

Torin Sawyer 10/27/2016 1:48 PM

Comment [2]: To help differentiate the
instruction among students who are ELLs, I
would add in that there will be resources
available within the classroom.

Torin Sawyer 10/27/2016 1:45 PM

Deleted: (Choose 2 of these)

Design and develop digital-age work learning.

o This standard comes in to play because of the media tools I will use to
show pictures to the class. I can also have students work put up on the
board so they can give feedback to each other.

NET Student Standards:

Creativity and innovation

o Since I am asking the students to be creative in their description of events,
they are exhibiting creative thinking and innovation.

Critical thinking, problem solving and decision making

o These aspects come into play when I ask the students to think outside the
box when they are working on their assignment. The students have to
make decisions about what they are going to include, and critically think
about their answers.

4. Select Strategies and Resources:

I will only be using a small amount of technology in this lesson, but more can
easily be added in later. After the students complete this lesson, I can ask them to animate
their work on a simple online site. For the main portion of my lesson, I will be showing
my students a picture from the Internet that is good for sparking innovativeness about

prepositions. I will first show the students this picture:

I
will show this picture to help students really understand what prepositions are and how
they are used in every day life.

I will then show them a picture like this:

And ask the
students to tell me about the room. Where is the teddy bear? (ON the bed) Where is the
desk? (NEAR the bed) etc
5. Utilize Resources:

Torin Sawyer 10/27/2016 1:53 PM

Comment [3]: I can show my creativity as
well, by being able to differentiate this
lesson so any student can accomplish it.

How would you prepare in order to use the resources available? (List 2 examples)

To prepare for teaching this lesson, I would practice several times before standing
up in front of my students and talking, making sure I am modeling how to get the
most out of the lesson, and also making sure I can use the technology fluidly,
without having any hiccups along the way

I will also set up my room in a way so that all students can easily see the board
and there is no competition between students to sit in the best spots. If the
students are set up in groups, I will have a bucket in the middle of each table with
all of the resources that the students will need to complete this lesson.

6. Require Learner participation:

Please list 2 ways in which you will engage learners and encourage participation.

One way I will engage learners is to have all students give feedback on their
peers. I can do this by asking each student to say something they liked or didnt
like about each students story (while making sure they were appropriate and
respectful)

I can also help my students to engage by asking them to add on to their story as
we go through the year. I can use the same story for multiple lessons, and just
change the learning objective. I think that seeing a familiar story used in a new
and different way can help the learners be more engaged.

7. Evaluate and Revise:

List 2 assessment tools that you would use to decide if this lesson was effective or not.

I would use the reflection rating scale to help determine the effectiveness of the
activity. If the students dont really respond to the prompt or seem engaged in the
lesson, then it wasnt a good measure of what they know.

I can also judge based on whether the students actually finished the task or not. If
a lot of students were unable to finish the task in the time provided, then it might
be because the task was too hard or too long or wasnt explained well enough by
me.