1.1.4 Prepositions Lesson Plan

Grade Levels: 3-5, 6-8, K-3

In the BrainPOP ESL movie Under the Big Desk (L1U1L4), Ben’s small, red book disappears. Suspiciously, Moby is missing, too. As Ben investigates the mystery, students are introduced to simple adjectives and prepositions of place. In this lesson plan, which is adaptable for grades K-8, students will build sentences with prepositions of place.

Lesson Plan Common Core State Standards Alignments

Students will:

  1. Describe examples and images from the movie using prepositions of place.
  2. Ask questions using prepositions of place to locate specific items.
  3. Draw and describe a picture illustrating the prepositions in, on, under, and behind.

Materials:

Vocabulary:

here / there, in, behind, on, under

Lesson Procedure:

  1. See It. Say It. During a repeated viewing of the Prepositions section in Grammar from Under the Big Desk (L1U1L4), pause after each preposition is heard. Prompt students to anticipate the sentence that contains the preposition and describes the next image on the screen. For example, after Ben says, “In,” the students will say, “The books are in the closet.” Then click play again for students to check their responses. Challenge students to think of more sentences with the four prepositions in, on, under, behind, describing the classroom or any pictures you may have.
  2. Where is the pen? Hide a pen somewhere in the classroom. Tell the students they have to find it by asking questions using one of the four prepositions in, on, under, or behind. For example, “Is it behind the door?” The class continues asking questions until they find the object. Play again, each time asking a different student to hide the pen.
  3. Draw It and Describe It. Ask students to draw a picture on a blank piece of paper, or with digital drawing tools, illustrating several of this lesson’s vocabulary words. They may use additional words if they want, but they must include something that illustrates at least two of the prepositions in, on, under, or behind. For example, some students may choose to draw a desk with a pen on it and a book under it, while other students will draw a picture with more details. Tell them not to share their drawings with other students. When they have finished, ask students to describe their drawing to a partner who then draws the picture he hears described. After they compare their drawings, the students switch roles.