Sp. 1 Prepositions

Teacher: Dr. Stephanie L. Perry

Unit/Session: Prepositions

Prepositions

Date of Instruction:  12/4

Standard/s: MLI.CCC3A Recognize similarities/differences between target language and English

Learning Target/ Teaching Point: Students will identify prepositions and the many ways to use these phrases.  

Success Criteria: When students know the prepositions they you can ask and tell where things are located.

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

INTRODUCTION/CONNECTION: What are prepositions and why are they important? A preposition tells where an object/person is in relation to another object. Prepositions are also used in writing to indicate when an action is taking place. For example, “After the wedding, they went on their honeymoon.”

DIRECT INSTRUCTION: Explain to students that it’s important to be able to say where you are located or ask where some place or thing is located. For example, “¿Dónde está el lápiz?/Where is the pencil?” “El lápiz está encima del pupitre/The pencil is on the desk.”

VIDEO (15 mins.):

Prepositions

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  I will introduce students to the vocabulary/preposition words:

entre - between                    en el medio - in the middle

a la derecha - to the right   a la izquierda - to the left

enfrente de - in front of       atrás de - behind

dentro de - inside of             afuera de - outside of

abajo de - below                    encima de - above/over

arriba - high                            bajo - low

al lado de - beside/next to   sobre - on (top of)

Then we will listen to a song and act out the gestures:

Prepositions song

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Students will fold a piece of paper 3 times to make 8 rectangles. They will choose a favorite animal and draw that animal 8 times (in front of, behind, etc.) another object to show where it is in relation to that object. When they are done drawing and labeling their animal using sentences, such as “My dog is beside the house./Mi perro está al lado de la casa,” they can partner up and compare and say where their animal is.

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING: I will give them a short matching quiz to assess their understanding of these words.

Formative Assessment: I will walk around the room while students are drawing their pictures and writing the Spanish location using the prepositions.

Homework

Students make their flashcards with the prepositions and quiz themselves.