Audience Analysis:

I teach fifth grade at a public school in a semi-rural school district. I have 24 children in

my classroom with 10 of them being boys and 14 of them being girls. While each of my

students is unique, I have three special cases. One of the boys in my classroom

struggles with Attention Deficit/Hyperactivity Disorder, and has trouble keeping track of

his belongings. This slows down the class when we move as a group, and makes

transitions more difficult. One of my girls suffers from an emotional disturbance, caused

in part, by a childhood bouncing between foster homes and as a result she sometimes

struggles to pay attention during my lessons. My third special case involves keeping a

girl who is gifted in reading, interested in her lessons. The vast majority of my students

come from upper-middle class homes, with only 5% of the school receiving free or

reduced lunch. My classroom arrangement (as pictured in Figure 1.1) has my students

desks arranged in 3 rows of 4 pairs of desks. This way my students have a partner to

work with, and I have easy access to every childs desk.

Figure 1.1
 Established Goals:

Conventions of Standard English:

CCSS.ELA-Literacy.L.5.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
CCSS.ELA-Literacy.L.5.1.a
Explain the function of conjunctions, prepositions, and interjections in general
and their function in particular sentences.

For this unit I will be using CCSS.ELA-Literacy.L.5.1.a: Explain the function of

conjunctions, prepositions, and interjections in general and their function in particular

sentences. My focus will be on the function and proper usage of prepositions as

outlined in the aforementioned standard.

Big Idea:

Parts of Speech

Parts of speech are the big idea in the lesson, because students must have an

understanding of parts of speech (especially prepositions) in order to answer essential

questions.
 Prerequisite Knowledge and Skills:

1. Students will be able to differentiate between sentences and sentence fragments.

2. Students will be able to explain that sentences are composed of different parts of

speech.

3. Students will be able to identify nouns, and verbs in a sentence.

4. Students will be able to write sentences using nouns and verbs.

Enduring Understandings:

1. Students will understand that prepositions allow us to show relationships

between nouns and other words.

2. Students will understand that the use of prepositions allows for more vivid writing.

3. Students will understand that all languages have names and rules for parts of

speech.

Essential Questions:

1. What would happen if prepositions were used incorrectly?

a. This is an essential question from the application facet of understanding.

2. What would happen if a language did not have grammar rules?

a. This is an essential question from the application facet of understanding.

3. What value do prepositions hold in a sentence?

a. This is an essential question from the explanation facet of understanding.

 Key Knowledge and Skills Objectives:

1. Students will be able to define the term preposition.

2. Students will be able to explain the rules for using prepositions in sentences.

3. Students will be able to give examples of prepositional phrases.

4. Students will be able to identify appropriate prepositions in provided sentences.

5. Students will be able to construct multiple types of sentences using prepositions

correctly.
Name: ________________________________________ Date: _____________________

Giving Directions: an Exercise in Prepositions

OH NO! Lilly, a little Kindergartener with a loose tooth,

was trying to find the office, but she found you on the
playground, instead! Please help her. To make sure she
doesnt get lost again, write down the directions explaining
how she can find the office using at least six prepositions.
Please highlight the prepositions within your directions.
 Giving Directions: an Exercise in Prepositions Rating Scale

Excellent: Acceptable: Needs Work:

6 points 3 points 0 points

I identified all of
the prepositions.

2x points

I followed the rules

for preposition
use.
2x points

My directions
make sense. They
would help the
Kindergartener
find the office.

Score: ______ / 30

Teacher Comments:
Name: ________________________________________ Da te: _____________________

Preposition Test

1. Fill in the blanks to complete the definition. You may use the
word bank provided.

Word Bank:
an adverb a pronoun an adjective

A preposition is word or group of words that combines with ____________

or a noun to form a phrase that usually acts as _______________,

_____________, or a noun.

2. Prepositions are used to show relationships with time, space,

and movement. Please write a sentence with an example of
each. Underline the prepositions you use.

Time:

Space:

Movement:
3. Are prepositions interchangeable? Please explain.

4. Should sentences end in prepositions? Please explain.

5. Please underline the correct preposition in the following

sentences.
a. The man went (into, unto) the hardware store.

b. Jonathan threw the dart (on, at) the dartboard.

6. Please circle the prepositional phrases in the list below.

a. at home

b. of time

c. with Wally

d. three pigs

e. underneath the hood

f. obviously not

g. simply perfect

h. after the fireworks

Name: __________________________________ Date: _____________________

How are you feeling about the following?

Im practically an Its starting to make I dont get it

expert sense

I know the
definition of a
preposition.

I know at least
2 rules for using
prepositional

phrases.
I can give an
example of a
prepositional

phrase.
I know how to
locate
prepositions in

a sentence.
I can write
sentences using
prepositions

correctly.
Was anything confusing? What was your favorite part of the lesson?
 Assessment Summary

Stage One Objectives Assessments for

Measurement
1. Students will be able to define the term preposition. Pre-assessment,
Formative Activity 2,
Test
2. Students will be able to explain the rules for using Pre-assessment,
prepositions in sentences. Formative Activity 3,
Test
3. Students will be able to give examples of prepositional Test, Formative
phrases. Activity 2
4. Students will be able to identify appropriate prepositions Performance
in provided sentences. Assessment, Test,
Formative Activity 1
Formative Activity 3
5. Students will be able to construct multiple types of Performance
sentences using prepositions correctly. Assessment, Test

For my pre-assessment, I will offer students a pre-quiz asking them to describe

what they think a preposition is. Next, I will ask them if they know any rules for using

prepositions. I will also ask them to identify prepositions in a few provided sentences.

The quiz would require mostly written responses, eliminating the possibility for

guessing. I will review their responses, but students will not receive scores for their

work. Their responses will allow me to determine how much exposure my students have

had to prepositions. If the majority of my students seemed comfortable with the

definition of a preposition, prepositional usage rules, and can successfully identify

prepositions within a sentence, I will assume that they are proficient in the content area.

As a result, I will reduce the time I had intended to spend on the lesson. However, if

they are not at all familiar with prepositions, I will allot time to ensuring that my students

master the objectives.

 My test is partially objective with fill in the blank questions, and questions that

involve identifying prepositions. The rest of the test is subjective, with three written

response questions. The test focuses primarily on the lower-level processes outlined in

Blooms taxonomy. I will use points to grade my fifth graders, as they will soon be

entering middle school. The objective questions will be worth .5 points for each correct

answer, and the subjective questions will receive 1 point for each correct portion. Partial

credit will be given on the subjective portions of the test, as students may be partially

correct.

My performance assessment focuses on the use of prepositions while giving

directions. The assessment requires students to construct multiple types of sentences

(objective 5) and identify prepositions in the sentences they have created (objective 4).

I chose to have students write their own sentences using prepositions, because it

showcases higher level thinking according to the action verbs in Blooms taxonomy.

Giving directions is a very authentic use of prepositions, and students are likely to have

experience with it. The assessment will require only a pencil, highlighter, and a general

understanding of the schools layout. I will give students around forty-five minutes to

complete the activity to ensure that students have sufficient time to write the directions

and identify the prepositions within them.

To grade the performance assessment I created a rating scale. I chose to use a

rating scale, because I want students to be able to receive partial credit. Using a rating

scale allows me to incorporate levels of quality. I chose not to use a rubric, because it

seemed overkill to have descriptors of each situation on a relatively simple assignment.

I wanted to make sure that I reserved the ability to give no credit on the assignment if
the situation merited it. I retained the validity of my grading tool, by building it around the

objectives for the unit, and the requirements for the performance assessment. I made

the two requirements that are most closely tied to the objectives carry a larger weight to

more accurately represent my students understanding.

The self-assessment activity that I created is an exit ticket which student will

complete each day during the unit. Initially, the majority of their checks will appear in the

I dont get it column, but as the unit progresses, students will begin to see progress.

In this way students can assess their own growth, and I can take inventory as to what

my students are struggling with.

The first formative activity will help students work on identifying prepositions

(objective 4) within songs. Students will be given one of three childrens songs (Over the

River and Through the Woods, On Top of Spaghetti, or Yankee Doodle). I will review

their identification to assess how successful they are at identifying prepositions. If they

are struggling, I will teach them the Preposition Song to give them a better feel for some

to the words that we consider prepositions.

For the second formative activity, students will be given a box and a toy farm

animal. They will experiment with different positions for the animal in relation to the box.

They will be asked to write down the prepositional phrases they create (objective 3),

then sort them based on whether they relate to space or movement (objective 1). This

will help solidify students comprehension of the multiple purposes prepositions serve.

This will help me figure out which students understand the idea of prepositional

phrases, as well as the different types of prepositions. If students are making mistakes
like using on instead of on the box, I will focus my teaching on prepositional phrases.

However, if students are unable to sort the prepositional phrases, I will revisit the

relationships which prepositions are used to show.

My third activity involves the use of rules, particularly the placement of

prepositions within a sentence. I will have students read three sentences and determine

where the prepositions are in respect to nouns, pronouns, adjectives, and adverbs. This

will allow me to assess their ability to identify prepositions (objective 4), while my

students gain a better understanding of the rules for prepositional usage (objective 2).

As an understanding of the other parts of speech is a prerequisite to understanding this

lesson, it will be a good review. If students are unable to identify a pattern, we will

discuss in more detail the rules surrounding prepositions. If students are struggling with

identifying prepositions we will go back to the beginning to learn about them once more.
 If Then
Objective: Explain the function of prepositions in general and their function in particular sentences.

1. What is a preposition?
a) a word or group of words that combines with a pronoun or verb to forma a phrase that
usually acts as an adverb, adjective, or noun.

b) a word or group of words that combines with a noun or pronoun to form a phrase that
usually acts as an adverb, adjective, or noun.

c) a word or a group of words that combines with an adjective or noun to form a phrase that can
usually act as a verb, pronoun, or noun.

d) a word or a group of words that combines with a noun or verb to form a phrase that usually
acts as an adverb, adjective, or noun.

2. Please write down 3 types of relationships a preposition can express and an example of each.

3. What are 2 rules in relation to using prepositions?

4. In the following sentences, please underline the proper preposition:

a. The man went (into, unto) the hardware store.
b. Jonathan threw the dart (on, at) the bulls eye.

5. Please circle the prepositional phrases in the list below:

a. At home
b. Of time
c. With Wally
d. Three pigs
e. Underneath the hood
f. Green Jeeps
g. Obviously not
h. Simply perfect
i. After the fireworks

6. Students will be able to define the
term preposition.
7. Students will be able to explain the
rules for using prepositions in
sentences.
8. Students will be able to give
examples of prepositional phrases.
9. Students will be able to identify
appropriate prepositions in provided
sentences.
10. Students will be able to construct
multiple types of sentences using
prepositions correctly.
Specific Daily Activities
Teacher directed: Explain what a preposition is
and when it is used by looking at a note
explaining where the Peanut Butter is in the
pantry.
Video: Show students Prepositions Sing Along
Song by TeacherTube Studios
Learning Groups: Students will work together
to create a poster explaining what a preposition
is
Discovery: students will look at sentences in
which prepositions are identified to try to
determine where prepositions occur in
sentences
Computers: students will complete WebQuest
about rules for using prepositions
Discussion: students will discuss rules for using
prepositions in sentences
Teacher directed: Teacher will explain the
components of prepositional phrases using
examples from Hop on Pop by Dr. Seuss
Discovery: Students will use boxes and a toy
farm animal to create prepositional phrases
Game: We will take a class walk around the
school and students will record any prepositional
phrases relating to objects that they spot. The
student with the most, wins
Song: Teach students the Preposition Song to
the tune of Yankee Doodle
Game: Sentences will appear on the board.
Students will slap prepositions with flyswatters.
Visual Media: Students will look at early reader
books and make a list of prepositions from them
Demonstration: Teacher will write sentences
and have students help decide which prepositions
would be useful
Learning Groups: Students will work in groups
to create a story, underling all prepositions.
Art Media: Students will write sentences using
prepositions in chalk on the ground
 Objectives
1. Students will be able to define the term preposition.
2. Students will be able to explain the rules for using prepositions in sentences.
3. Students will be able to give examples of prepositional phrases.
4. Students will be able to identify appropriate prepositions in provided sentences.
5. Students will be able to construct multiple types of sentences using prepositions correctly.

1 week Preassessment
Before Students will write responses about what they think a preposition is, and what rules may
apply to prepositional use. They will also be asked to identify prepositions.

Day 1 Obj. 1: Hook students with a question about where they can find peanut butter in their
pantry. Introduce prepositions using peanut butter note to explain why we need
prepositions.

Obj. 1: Have students work in groups to create posters defining prepositions

Day 2 Obj. 1: Show students Prepositions Sing Along Song by Teacher Tube Studios

Obj. 2: Have students look at sentences in which prepositions are identified to determine
where prepositions occur in sentences

Obj. 2: Have class discussion about findings; talk about rules of and misconceptions
about prepositional usage
Day 3 Obj. 4: Teach Students the Preposition Song

Obj. 3: Use the book Hop on Pop by Dr. Seuss to teach prepositional phrases.

Day 4 Obj. 3: Students will use farm animals and boxes to discover prepositional phrases.

Obj. 5: Students will write sentences in chalk using prepositions

Day 5 Obj. 3: We will take a class walk around the school and students will record any
prepositional phrases relating to objects that they spot.

Obj. 4: Students will look at early reader books and make a list of prepositions
Day 6 Obj. 4: Sentences will appear on the board and students will slap them with flyswatters

Obj. 5: Write sentences on the board and have students help decide appropriate
prepositions
Day 7 Obj. 5: Students will work in groups to create a story, underlining prepositions that they
use
Day 8 Giving Directions (Performance Assessment)
Day 9 Summative Assessment (Preposition Test)
Individual Lesson Plan: Day 1
Where: Obj. 1 Students will be able to define the term preposition.

Organization:

Resources:
Peanut Butter Note (note from Mom explaining where the Peanut Butter
is in the pantry)
Construction Paper
Markers
Crayons
Scissors
Glue

Hook: Where do you keep the Peanut Butter in your house?

Procedure:

1) Equip and Enable: Explain what a preposition is using the Peanut Butter
Note and explain (15 minutes)
2) Equip and Enable: Explain poster assignment to students (5 minutes)
a. Students will make posters describing what a preposition and
giving an example of when one might be used.
3) Organization: Separate children into groups and distribute supplies (5
minutes)
4) Organization: Work on posters (20 minutes)
5) Organization: Clean up and bring students back to seats to discuss (5
minutes)
6) Reflect: Discuss the posters (10 minutes)
a. Do they all make the same point?
b. What examples did students come up with?

Reflect: Ask students to write a paragraph explaining how prepositions make life easier.
 Individual Lesson Plan: Day 2

Where: Obj. 1 Students will be able to define the term preposition.

Obj. 2 Students will be able to explain the rules for using prepositions in
sentences.

Organization:

Resources:
Preposition Sing Along by TeacherTube Studios
Sentences from familiar childrens book with underlined prepositions
(One printout for each student)

Hook: Video: Prepositions Sing Along Song by TeacherTube Studios

Procedure:

7) Equip and Enable: Use Preposition Sing Along to reintroduce

prepositions (4 minutes)
8) Organization: Pass out printout (1 minute)
9) Equip and Enable: Explain to students that they will be looking at the
underlined prepositions on the printout provided and hypothesizing about
where prepositions must occur in a sentence in relation to other parts of
speech. Follow explanation with examples (10 minutes).
10) Organization: Work on printout (15 minutes)
a. During this time I will be traveling from student to student doing an
informal formative assessment. This will let me see who is
struggling and what they are struggling with. If there seems to be
a common source of confusion, I will isolate the point of confusion
to reteach to the entire class. If not, I will review the areas they are
struggling with individually.
11) Organization: Bring students to carpet to discuss where prepositions can
be used (5 minutes)
12) Reflect: Discuss the hypotheses (10minutes)
a. Are there certain parts of speech that sandwich a preposition?
13) Equip and Enable: Discuss rules for prepositional use, and explain why
some rules are inaccurate
a. The idea that you cannot use a preposition to begin or end a
sentence is antiquated and reliant on the rules of Latin

Reflect: For homework, have students write a sentence that either begins or ends with a
preposition. Have students defend their choice.
 Individual Lesson Plan: Day 3

Where: Obj. 3 Students will be able to give examples of prepositional phrases.

Obj. 4 Students will be able to identify appropriate prepositions in provided
sentences.

Organization:

Resources:
Preposition Song Lyrics printout for each student
Hop on Pop by Dr. Seuss

Hook: Today we are going to learn a song to help us identify prepositions

Procedure:

1) Organization: Pass out song lyrics (1 minute)

2) Equip and Enable: Teach students the Preposition Song to the tune of
Yankee Doodle (25 minutes)
a. First, sing song while class listens and follows along on lyrics
printout
b. Next, sing song with class joining in at least 3 times (or until they
seem to be getting comfortable)
c. Have class sing together without teacher accompaniment
d. Have student volunteers sing for the class
3) Organization: Bring students to carpet to read Hop on Pop by Dr. Seuss
(5 minutes)
4) Equip and Enable: Explain that books for very little children can be a
good place to locate prepositions and prepositional phrases. (30 minutes)
a. For first half of book, have students put their finger on their nose
when they hear a preposition
b. For the second half of the book, call on volunteers to identify the
prepositional phrases on each page.
i. This will serve as a formative assessment, giving me a
sense whether students can identify prepositions and
prepositional phrases. Depending on their proficiency in
each area, I will either revisit the lesson or move on

Evaluation: For a self-assessment/ exit ticket, I will have students complete the Are you
on the ball? self-assessment
 Summary of Explanation for Understandings

Day 1

Day Ones lesson encourages students to recognize that prepositions allow us to

show relations between nouns and other words. Students take their new
knowledge of prepositions and apply the concept to other situations while creating
a poster. The lesson is engaging because students work together to create
personalized pieces explaining prepositions.

Day 2
Day Twos focus on the rules for using prepositions directly relates to the first
enduring understanding, students will understand that prepositions allow us to
show relationships between nouns and other words. Constructivist theory is
embraced here, when students use their knowledge of parts of speech, and
critical thinking skills to determine where prepositions are typically found within
sentences. This is effective, because it allows students to recognize that
prepositions do not stand alone. Tying the antiquated Latin rules concerning
prepositions to todays rules, clearly exemplifies that all languages have names
and rules for parts of speech.

Day 3
Day Threes focus on prepositional phrases and the appropriate use of
prepositions brings students closer to understanding that the use of prepositions
allows for more vivid writing. This is especially true of Hop on Pop, in which
prepositions add a new dimension with each addition. For instance, with the
addition of the preposition on a ball game becomes more interesting when
played on a wall. The students are kept engaged during the song, as they are
learning and singing, too. The game-like movement (formative assessment in
disguise) keeps students thinking and responding to the prepositions that they
hear. The lesson is efficient because it helps instill prepositions in their minds
then has the students identify the words they have just committed to memory. By
using half of the book for prepositions and the other half for identifying
prepositional phrases, students are smoothly transitioned from one objective to
the next.