Lesson

● Grade Level:
○ 6th-12th Grade
● Lesson Goal(s) / Standards:
○ Students will use language to describe an object's position in the classroom.

○ Content Objective:
■ Students will use preposition or relation words to describe an object’s position in
the classroom.
○ Language Objective:
■ Students will verbally express where an object is located using a sentence frame.
○ Materials Needed (including supports and scaffolds):
■ Basic Concepts Fall Theme
■ Whiteboard/Projector
■ Fall Images/Words
■ Colored pencils/markers
■ Random classroom materials
The Lesson
● Introduction (5 minutes)
○ getting attention:
■ Students love to color/draw
■ Have them get out colored pencils
■ Explain that we will be making our own books that they can add color to
○ relating to past experience and/or knowledge OR building background to prepare for the
upcoming lesson:
■ Preview fall image words to help students understand the words that will be used
in their flip books
● Acorn, leaf, tree, rake, scarecrow, sunflower, squirrel, pumpkin, and
basket
○ creating a need to know:
■ We are going to review prepositions, concepts, and relation words. These words
are used to describe an object and its location or relation to something else.
○ sharing objective, in general terms:
■ Today, we are going to complete a flip book that helps us understand the basic
concepts of relation words. Then, we are going to use objects in our classroom to
show their locations.
● Content Delivery (30 minutes):
○ I will hand out flip book pages- project it on the board
○ Instruct students to write their name on the line after “Student Name:”
○ Flip paper over
○ Page 1: Next to & Beside
■ Read directions in English (students have translation in Spanish)
 ■ Have students complete task on their paper
■ Call on one student to circle the correct answer on the board
● Say “The acorn is next to the leaf.”
● “The Squirrel is beside the leaf.”
■ Give example in room (The book is next to the pencil)
○ Page 2: Same & Different
■ Have a student read directions in English
■ Students complete the task on their papers
■ Call on one student to circle the correct answer on the board
● The leaf is different than the other leaves.
■ Give example in room (This marker is the same as that marker.)
○ Page 3: Over & Under
■ The first directions are translated in Spanish
■ Read directions for number 1 in English, have students read directions for 2 and 3
in English
■ Students complete the task on their papers
■ Call on one student to circle the correct answer on the board
● The squirrel is under the basket.
■ Give example in room (Her bag is under the table)
○ Page 4: Behind & In Front Of
■ Have a student read directions in English
■ Students complete the task on their papers
■ Call on one student to circle the correct answer on the board
● The pumpkin is in front of the rake.
■ Give example in room (He is sitting behind the table) (I am standing in front of
you)
○ Page 5: Beginning, Middle, End
■ Have students read the directions
■ Students complete task on their papers
■ One student colors appropriate tree on board
■ Give example in room- (Your table is in the middle of the room.) (We are at the
end of the book.)
○ I will collect the books, when the students finish to staple them together
○ Write words on board : over, under, next to, behind, beside, etc.
■ Briefly review what words mean
○ Students will do a total physical response activity
○ I will go through examples and students will move around the classroom in response to
my directions
■ Sit under your table.
■ Stand next to the door.
■ Stand behind the teacher.
■ Walk beside the whiteboard.
● Closure (10 minutes)
 ○ Students will create a statement describing an object in the classroom.
■ The _______ is ________ the ________.
(object) (next to, under, etc.) (object)
○ Until lunch time, students can finish coloring the pages in their flipbook
● Differentiated Instruction based on language and/or student need
○ Sentence frames
○ Examples in classroom
○ Background knowledge visuals
○ Total physical response activity- students up and moving
○ Giving students wait time to understand directions