Indirect Instruction Lesson Plan Template*

Subject: Kindergarten- Science

Common Core/Essential Standard Objective: K.P.1.1 Compare the relative position of various objects observed in the
classroom and outside using position words such as: in front of, behind, between, on top of, under, above, below and
beside.
Daily Lesson Objective (student friendly): Show where objects are placed using positional words such as: in front of,
behind, between, on top of, under, above, below and beside.
Activity

1. Engage

2. Explore

3. Explain

4. Elaborate

5. Evaluate
Assessment Methods of
all objectives/skills

Description of Activities and Setting

I will begin the lesson by hooking the interest of children by asking them if they have
ever needed to use words to explain to someone where something is? What happens
when I lose something and I need someones help to find it? This will make the students
think of times when they were in a situation where they needed to show where
something is or find something. Engage the student by using classroom objects and their
locations. Demonstrate words that can be used to tell where to find things.
Lead the students into an activity where they have to explore the classroom to find the
position of different objects. Next, allow the students to explore around the school
grounds to be able to find new positions. Being outside will give students new position
vocabulary. For example, using the clouds or an airplane.
Let students work with classmates to discuss all of the different positions they have
found around our classroom and school grounds. Explain to students that to describe the
position of something we use positional words. A positional word is a word or phrase
that describes the position of something. Give examples: in front of, behind, between, on
top of, under, above, below, beside. Allow students to share with the class positional
words they may have used during their exploration.
Have students practice the topic in pairs. Give each group of pairs a Teddy Bear and a
baggy filled with location terms. Have students position the Teddy Bear in the position
that the location term says. Once the Teddy Bear is positioned have the students describe
the location of the Teddy Bear in a sentence using positional words. To call the class
back together give them all the same location card to end the practice. Once they have
all placed their bears in the position have each group share a sentence using positional
words to describe their Teddy Bear. Ask open-ended questions to see what the children
have learned. For the assessment of the lesson have students draw a picture of a Teddy
Bear. Give them directions to draw objects by using positional words. Then write a
sentence about where the bear is.
Students will show and prove what they have learned by doing an assessment after the
activity. These worksheets will see if students know how to use positional words.
Students will have met the objective if they score at least 80% accuracy on the
worksheets.

6. Assessment Results of
all objectives/skills
Materials/Technology: Teddy Bears, Location Terms, Worksheets
*Taken from UNCC / edTPA and modified (simplified) for use in ELED 3111 (djs)