Location Words

Lesson Title: Locating our Homes

Name _Heather Vernon_
READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal(s) Students will use location words to describe their
property.
ELL: Student will use correct punctuation in their writing.
B. Objective(s)
Students will be able to draw a picture of where they live.
Students will be able to describe where at least two objects are
on their property (ex: there is a tree next to the house)
ELL student: The student will use periods at the end when
writing their sentences (or describe where they should go if
someone else is writing the sentences). When prompted, the
student will be able to say the location words.
C. Standard(s) K.3.1: Use words related to location, direction and
distance, including here/there, over/under, left/right, above/below,
forward/backward and between.
Time: 30 minutes. See each section for time.
Materials: a picture of my house, SmartBoard, blank paper for each
student (for drawings), lined paper for each student, YouTube
video Where am I now? The position song
https://www.youtube.com/watch?v=ryb26FjpgUE,
Space: students at carpet, students at desk, standing in the room
Behavior Management:
Chimes to get their attention
One, Two, Three: I will say One, two, three, eyes on me, when
the students need to stop what theyre doing and look at me for
further directions.
II. Anticipatory Set (3 minutes 6 if you play it twice)
Watch Where am I now? The position song
https://www.youtube.com/watch?v=ryb26FjpgUE
III. Purpose Statement:

Location Words

Today we are learning about location words. Location words help us tell
people where things are so that they can find them easily, which is an
important skill to have.
INSTRUCTION (Direct)
IV. Lesson Presentation (5 minutes)
(Input/Output)
I am going to use this picture to help
teach you some location words.(project
the picture on the SmartBoard)
The birds are next to the tree. The
basket is under the tree. The brown
bird is on top of all of the other birds.
The blue bird is above the red bird. The
red bird is below the other birds.
Location words tell us where things are.
V. Guided Practice (15 minutes)
Now lets see if you can tell me where some
things are located in this new picture
Who can raise a hand and tell me where the
caterpillar is using a location word?
Where the worm is?
Who is next to the worm?
Who is the spider above?
Where is the snail?
Now we are going to move our bodies
around a little. Everyone stand up and go
stand next to your desk. Stand below the lights. Stand in front
of the SmartBoard. Stand behind your chair. The shark table go
stand next to the mailboxes. Fish table sit under your table.
Octopus table stand carefully on top of a letter on the floor.
Good location skills everyone.
VI. Closure: (2 minutes)
Who can stand somewhere and tell me their location? Have 4 students
volunteer.
VII. Independent Practice/Extending the Learning
Now we are going to use those words to write about our houses.

Location Words

Students are to draw a picture of their house and yard. They will then
write where two things are using location words. (ex: The tree is next
to the house.)

VIII. Assessment
Formative: responses during guided practice and if they move to the right place during
the second activity
Summative: the house and yard writing activity
IX. Adaptations:
ESL: paired with a student during moving activity; when completing
the instruction, there will be location words up on the board in both
English and Arabic, as well as arrows or pictures to illustrate when
appropriate; I will point to the direction words when I give directions
during guided practice and they will be given the option to participate
I will not force them to participate, speaking their sentences to their
buddy/teacher to write if they cannot write in English yet
BICS activities: communicating with their partner during the guided
practice activity, asking/answering questions during instruction
CALP activities: correctly using location words, use proper grammar
when writing
Remediation: worksheets to cut and paste using location words
X. Technology Inclusion
SmartBoard
Pictures from: https://encrypted-tbn3.gstatic.com/images?
q=tbn:ANd9GcQwaMzRgUFTg7MpMwNLiz4GJhZgCX9II64n1klj0EFH
M7SVj2xxlA and https://encrypted-tbn2.gstatic.com/images?
q=tbn:ANd9GcRnRfqUCJwp_kv6MVTDLz6IjwLqW8g8cqnPxFhcAgZgh_jpjNo
EVALUATION
Self-Answer Questions
1. How many students achieved the objective? For those that did not, why
not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability
levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did the students understand the concept of location?
8. Did the students correctly use the location words?