1
Level II - Teacher Ed Lesson Plan Template (UED Courses)
Teacher (Candidate): Rachel Turner Grade-Level: Kindergarten Lesson Date: 3/21
Title of Lesson: Positional Cooperating Teacher: Kelly Mason
Words
Core Components
Subject, Content Area, or Topic
Social Studies,
Student Population
22 Students, 10 boys, 12 girls
No IEPs or 504s
Learning Objectives
TSW describe the location of people, places, and things using positional words (near & far,
above & below, left & right, and behind & in front).
Virginia Standard(s) of Learning (SOL)
K.4 The student will describe the relative location of people, places, and things by using
positional words, with emphasis on near/far, above/below, left/right, and behind/in front.
Materials/Resources
Chromebooks for Kahoot
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your
students?
Check if Strategy Return
Used
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
2
Safety Considerations
Time
(min.) Process Components
5 mins Thursday 3/21/24
*Anticipatory Set
TTW welcome TS to the carpet for Social Studies.
TTW ask for S volunteers to remind the class what they talked about yesterday in
Social Studies. TTW call on S volunteers.
TTW reference the anchor chart from yesterday when refreshing S on previous
positional language terms (near & far, behind & in front, and left & right).
1 min *State the Objectives (grade-level terms)
I can describe the location of an object using positional words.
8-10 *Instructional Input, Modeling, or Procedures
mins
TTW continue instruction on positional words today with emphasis on above and
below.
TTW use the Day 4 Slides in the presentation below to allow TS to visually
investigate what these words mean.
Mason Positional Words Slides
TTW tell TS:
Look at these pictures of Clifford.
The first Clifford is above the bone and the second Clifford is below the
bone.
Based on what you see, what do you think above and below mean?
TTW call on S to respond to the questions.
After class discussion, TTW confirm that:
Above means to be at a higher place.
Below means to be at a lower level.
TTW use an object to demonstrate the positions above and below. For example, TT
can hold a marker above her head and place it below the table. Based on time, TT
may ask TS to stand up and do this with her.
5 mins *Check for Understanding
TTW play a game of I Spy with TS to review above and below. TTW ask TS to find
things in a certain area of the classroom using the words above and below. TSW
name the object that matches the description.
Example: TTW say “I spy something above the door” (anything above the door is an
acceptable response)
3
4 mins *Guided Practice
TT and TSW add to their positional words anchor chart with Pete the Cat.
Today, TSW help TT place new cutouts of Pete and a bus on the chart.
Under yesterday’s bus and Pete cutouts, TTW place another bus.
TTW ask TS where to put Pete so that he is above the bus. TTW call on a S
volunteer to come move Pete there. (TTW use tape on the back of the cutouts).
TTW label this “above.”
TTW take out a second Pete cutout.
TTW ask TS where to put Pete so that he is below the bus. TTW call on a S
volunteer to come move Pete. TTW label this “below.”
15 *Independent Practice
mins
TTW tell TS that today they are trying something new: a Kahoot.
TTW instruct TS to go sit at their tables and login to their chromebooks.
TTW send TS the Kahoot link using Lightspeed.
TTW help TS log onto Kahoot, explain the rules, and begin the game.
(TT could also choose to conduct the Kahoot review as a whole group using one
computer and the Boxlight, but this would not allow TT to collect individual S data)
TTW pause the game after questions that show divided S responses.
TTW discuss these questions and why the correct choice is the correct choice
before proceeding with the Kahoot.
Kahoot Link:
https://create.kahoot.it/share/grp-positional-words/26e3297f-980e-4c29-97f8-
17709462bbef
0 mins Assessment
TTW use the Kahoot to assess individual S understanding of all positional words
from this week.
1 min *Closure
TTW close class with asking TS to give a thumbs up if they liked the Kahoot and a
thumbs down if they didn’t like it, taking note for future lessons.
TTW also ask TS positional words questions, focusing on positional words that are
more difficult for them. Example: TTW say: Stand in front of your chair. TTW say:
Stand behind your chair.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).
This lesson appeals to visual, auditory, and kinesthetic learners.
This lesson appeals to S who enjoy integration of technology.
4
This lesson allows TT to collect S data so that she can differentiate instruction in the following
lessons according to S readiness.
Classroom Management Strategies (To ensure a positive learning environment).
TTW use the classroom chime and call and response chants to garner S attention and
manage noise.
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).
5
Lesson Reflection
This lesson aligns with CAEP Standard 4: Supporting Each Child's Learning Using
Effective Instruction because it integrates multiple strategies, appeals to several learning styles,
and includes appropriate use of technology. By collaboratively assembling the anchor chart,
playing the I Spy game, and completing the Kahoot, students stay actively engaged in their
learning throughout this lesson, which is especially important for a subject like social studies that
is often scheduled to be taught at the end of the school day.
In addition, this lesson demonstrates my instruction’s alignment with InTASC Standard 9:
Professional Learning and Ethical Practice, which involves ongoing self-examination of
teaching. To be a responsible educator, I need to consistently evaluate my teaching. This ensures
that my students are receiving the best education that I can give them, which varies between
different classes and students. By asking my students to rate the Kahoot and by paying attention
to class engagement and behaviors during the game, I can determine whether this is an activity I
should continue using in future lessons. For example, with my current class I observed that the
students became very quickly excited about the Kahoot, which required some additional
directions but was a win for engagement. As the game progressed, some students rose to the
leaderboard while others became discouraged, which provided me an opportunity to integrate
some social emotional learning into the experience. After the game ended, I called the students to
the carpet for closure where I explained that sometimes everyone can’t win, that it’s okay to be
disappointed when you don’t win, but that it’s not okay to be a sore sport when others win.
Implementing SEL discussions like this is an example of CAEP Standard 1: Understanding and
Addressing Each Child's Developmental and Learning Needs, which is a crucial part of helping
6
students to grow holistically (Brough, 2023) and something I am most honored to participate in
as a teacher and a Christian.
7
Reference
Brough, E. (2023). “Research finds social and emotional learning produces significant benefits
for students.” Yale School of Medicine. https://medicine.yale.edu/news-article/new-
research-published-in-child-development-confirms-social-and-emotional-learning-
significantly-improves-student-academic-performance-well-being-and-perceptions-of-
school-safety/
