Student Learning Plan
Title: Prepositions
Grade Level: 9
Content Area/s: English
Time Frame: 45 minutes
Date: (to teach) October 18, 2012
SOLs: 9. 7
Related SOLs: 10.7, 11.7, 12.7
Technology SOLs:
Lesson Objectives:
1. Students will be able to identify prepositions,
compound prepositions, and prepositional phrases
within a sentence.
2. Students will be able to explain the purpose a
preposition serves in a sentence.
3. Students will be able to identify the object of a
preposition in a sentence.
4. Students will be able to distinguish between the
two types of prepositional phrases—adverb
phrases and adjective phrases.
Resources (Texts & Technology):
 Grammar For Writing. Evanston,
Ill.: McDougal Littell, 2008.
 Grammar For Writing Workbook.
Evanston, Ill.: McDougal Littell,
2008.
 LCD Projector
 Computer
 MS PowerPoint
Content:
 “A preposition shows the relationship between a noun or pronoun and another word in a
sentence.” (Grammar for Writing 23)
o In other words, a preposition shows how two words in a sentence relate to/affect one
another.
 “Prepositions that consist of more than one word are called compound prepositions” (Grammar
23).
 A prepositional phrase consists of a preposition and its object and any modifiers of the object.
The object of a preposition is the noun or pronoun that follows a preposition. Prepositional
phrases often express relationships of location (by, near), direction, (to, down) or time (before,
during) (Grammar 23).
 A sentence may contain more than one prepositional phrase. Each preposition has its own
object (Grammar 23).
 Prepositional phrases can be further divided into adverb phrases and adjective phrases. “An
adverb phrase modifies a verb, an adjective, or another verb.” “An adjective phrase modifies a
noun or pronoun” (Grammar for Writing Workbook 49)
Student Learning Plan
Instructional Procedures:
1. Initial Activity: Review previously discussed parts of speech (nouns, pronouns, verbs,
adjectives, adverbs) by asking students to explain each one, looking at their notes if necessary.
Write student-constructed knowledge on whiteboard. (5 min.)
2. Introduction: Introduce the topic—prepositions—and ask students to jot down anything they
know about prepositions in their notebooks (e.g. definition, examples, how to use one) (5 min.)
3. Sharing: Ask for volunteers to share their answers; place these on the whiteboard as well,
organizing the knowledge visually (4 min.)
4. Mini-Lecture: Recap what students have said; supplement with additional knowledge as
needed. (5 min.)
5. Index Cards: Give each group (table) of students pre-printed index cards with which to create a
sentence. Have them work together to create a sentence by arranging the cards (they should use
all of their cards) and to explain what purpose the preposition or prepositional phrase serves (to
address objective 2) identify the preposition and the object of the preposition (to assess student
progress on objective 3). Walk around to monitor progress and assist where needed. Also hand
out mini-quiz answer sheets and worksheets. (8 min.)
6. Worksheets: When a group has completed the task successfully, have them start on the
prepositional phrases worksheet (pp. 49-50) independently. Once everyone has finished the
previous task, have students do the worksheet one section at a time, stopping in between to
model the first example from each section and to answer any questions. Transition to
independent work if students understand. While students work, set up PowerPoint. (8 min.)
7. PowerPoint: Bring the group back together. To assess student progress on objective 4, divide
the students into teams and provide a quick, 10-question “mini-quiz” (ungraded) on the
concepts using a PowerPoint presentation to ask the questions. (5 min.)
8. Closing Activity: Review verbally (Q&A) and answer any persisting questions. Assign the rest
of the worksheet as homework if needed. (5 min.)
Assessment/s:
Formative Assessments:
 Worksheets
 Monitoring of verbal responses and
group activities
 Un-graded “Mini-Quiz”
Extension Activities/
Interdisciplinary Links:
Student Learning Plan
Differentiation Strategies/Activities:
 Since students will be working independently,
they can work at their own pace.
 Group work will allow students who are
struggling to solicit help from their peers in a
natural, informal way, without having to ask
in front of the whole class.
 Monitoring group/independent work will
allow the teacher to provide direct instruction
to students when needed.
Reflection/Recommendations for Future Use: