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Assignment Two Lesson Plan Five

Madelyn Watkins

UED 495

April 3rd, 2023

Regent University
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Assignment Two Lesson Plan Five

The objective is for students to understand and be able to use positional words to describe

an object. Students need to know the words above, below, near, far, left and right. They must

know how to use them properly and what they mean. In this lesson plan students focused on the

words near and far. Once students know the words student can show a higher level of thinking by

being able to demonstrate the word.

This lesson plan was differentiated for students based on their learning styles. Students

began this lesson by listening to a video about positional words. This appeals to auditory

learners. Next students viewed Google slides that had several different pictures of things.

Students had to come up and move the pictures to make the statement correct. Students also had

a partner and had to work with their partner to use their body to show near or far. Students

moved all around the room and then shared with the whole class which word they represented

and why. These two things appeal to kinesthetic learners. Finally, students completed a

worksheet. Students had to look at a picture and decide if the objects were near or far and write

what they thought. This activity appeals to visual learners.

This lesson plan was developmentally appropriate as kindergarten students need to be

involved and engaged. These students can not just sit and listen to a lecture. Students enjoyed

getting to move around the room to create a near or far relationship with their partner. For

culturally responsive teaching I like to pick students' partners so they always have a new

opportunity to learn something new from a classmate. As students are collaborating, they may

learn something about the other students’ cultures.

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For classroom management, I love to remind students of the classroom expectations.

When students know what the clear expectations are they tend to be so much more successful. I

like to hold students accountable for their actions and ask them if they are making the right

choice or not. Often students are honest and if they are not following directions, they quickly

change their behavior. Students love to be spotlighted for their great behavior and work. After

students are spotlighted, other students quickly fall in line and do the same thing. Using call and

response attention getter helps to get students back on track after they are distracted. I feel that

God is helping me to refine and simplify my directions. This is something I have struggled with.

When instructions are given clearly and simply the students do so much better with completing

the task. I look forward to watching the Lord teach me and shape me into a better educator.
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Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Madelyn Grade-Level: Lesson Date: 4/4/23

Watkins Kindergarten

Title of Lesson: Above and Below Cooperating Teacher: Kelly Mason

Core Components
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Subject, Content Area, or Topic

Social Studies
Student Population
18 Students
Six Boys
Twelve Girls
No IEPs, 504s, or ELLs
Learning Objectives
I can use maps & globes.
I can describe places.
I can locate land and water features.
I can identify basic map symbols in a map legend.
I know a map is a view from above, shows things in smaller sizes, & show the position of
things.

Virginia Standard(s) of Learning (SOL)

K.5 The student will use simple maps and globes to
a) develop an awareness that a map is a drawing of a place to show where things are located
and that a globe is a round model of Earth;
b) describe places referenced in historical events, stories, and real-life situations;
c) locate land and water features;
d) identify basic map symbols in a map legend; and
e) identify places and objects of a familiar area.
K.6 The student will develop an awareness that maps and globes
a) show a view from above;
b) show things in smaller size; and
c) show the position of objects.
VDOE Technology Standards
English Language Proficiency Standards (WIDA Standards)
Materials/Resources
Counting bears, Positional Words Anchor Chart, Positional Words song, cut and glue
worksheet, scissors, and glue sticks
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
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Identifying Similarities & Differences 45%

Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your
students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety Considerations
The students will practice the PAWS code. Students will be preparing for success, always
caring, win with a good attitude, and stay safe.

Time
Process Components
(min.)
5 min. *Anticipatory Set
TTW ask students to come and join her on the carpet. TTW remind students of the
carpet expectations. TTW play positional word song for students.
https://www.youtube.com/watch?v=xyMrLQ4ZI-4
1 min. *State the Objectives (grade-level terms)
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TTW state the grade level, I can statement to students I can show things in smaller
sizes & show the position of things.
10 *Instructional Input, Modeling, or Procedures
min.
TTW review the anchor chart of positional words. TTW remind students with objects
what it looks like when something is near and far. TTW place counting bears around
the room to show students above and below. TTW use the google slides to have
students come up and demonstrate positional words by choosing the correct word
based on the image given.
1 min. *Check for Understanding
TTW ask the students to think pair share with a partner about what the words near
and far mean.
5 min. *Guided Practice
TTW have students pair up with a partner to demonstrate an near and far relationship.
TSW each get a card that matches another student. TSW must find their partner in
less than a minute and stand next to them. TSW be able to move around the room to
show their above and below relationship. Students will get a counting bear. They can
move their bear above or below things around the room. When they have found their
object around the room, they will stand next to it. Everyone will get a chance to share
theirs with the class.
10 *Independent Practice
min. The students will receive an above and below cut and sort page. TSW cut out the
pictures and glue them next to the correct word. We will talk about each picture
together as a class.
Assessment
No assessment given.

1 min. *Closure
TTW remind students of the I can statement I can use words that describe an objects
position. TTW ask students about how they are feeling with positional words. TTW
have students put a thumbs up if they are feeling good and thumbs in the middle if
they need more practice. Put a thumbs down if you are totally confused.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style,
multi-cultural).
TTW include different activity to meet the different learning styles of learners. Including a
video for auditory learners and a activity sheet for the students who are visual and kinesthetic
learners.
Classroom Management Strategies (To ensure a positive learning environment).
TTW say class, class students will respond with yes, yes to get their attention.
TTW say flat tire and the students will respond with “sshhhh.”
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When students are on the carpet TTW be looking for students who are sitting properly with
their hands in their laps and their voices off. TTW say Banana Split and students will say this
is how we sit to get students to self-check how they are sitting.
TTW play a brain break for students if they she notices students are becoming restless and
easily distracted.
Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine
if reflection goes here or in written report).
*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Date

Signature
Signatures indicate the candidate presented the lesson for cooperating teacher review and input.