Preposition lesson plans can be engaging and meaningful to students.
I enjoy teaching prepositions. When I cover prepositions, I provide a variety of tools for students so they can use prepositions and their punctuation correctly.
Prepositions link words and show relationships between words. They are followed by a noun or pronoun to create prepositional phrases. Because I work with older students, I find it easiest to teach prepositional phrases as we cover prepositions. Rarely have my students not learned about prepositions before they are in my class. Below, I talk about prepositions and prepositional phrases interchangeably. If you have younger students or students who have not learned prepositions, you might need to adjust my plans.
Activate prior knowledge.
I use a box to create a visual for students. (You can download the pieces in my membership library. The sign-up form is at the bottom of this post.) The first day, I define prepositions and show students the list of prepositions in the presentation.
The box (or another object) as well as the pieces are prepped before class. After students realize they are already familiar with prepositions, ask them to glue/tape the preposition pieces onto the object. Many pieces will make sense (“under” underneath the box), but not all of the pieces will work that way. I stick those on the board and ask students to write prepositional phrases with them. (Of cake, from our house.)
As an alternative, I have provided five smaller boxes and had groups put the prepositions on the boxes. Then, we have several pieces and more students get to participate. We close the first day by discussing all of the prepositions and how they show location or relationship.
Prepositions lend themselves to group work. Aside from the boxes, I ask students to find “preposition songs” on YouTube. The songs are SUPER goofy, and my older students think they are funny. We play these songs during our preposition lessons or later as review.
As we transition into literature, I ask students to find prepositions from their reading (you could do prepositional phrases for advanced classes). If students need extra practice, we will complete a worksheet or task cards together.
Since I teach grammar alongside literature, I connect preposition lessons to whatever short story we are reading. I also continually review parts of speech that we have previously covered. The continual practice and low-pressure review make students comfortable with grammar.
Draw a picture, ask students to draw an image, or show students pictures. Partner students and ask them to give descriptions of the picture: around the barn, in the barn, next to the barn, and on. The presentation that I use has ten pictures, and I divide those pictures across many days of lessons.
Using pictures with prepositional phrases really activates prior knowledge. Students do know prepositions, and they know how to give directions or describe locations of objects. I’ve even allowed students to give me directions using prepositional phrases and walked around according to their prompts. It gets silly!
Part of teaching language with older students is addressing the nuances and changes in grammar. For instance, an antiquated rule is that writers should never end a sentence in a preposition, but most modern rules dictate that writers should avoid an awkward construction. Students think the discussion concerning a change in rules is interesting, and they often take sides.
Another analytical piece is deciding how a word is used, as many words (such as “after” or “for”) can be a preposition, adverb, or conjunction. Students must apply rules and analyze each instance to decide how a word is used.
My preposition lesson plans contain a variety of activities including task cars and a picture presentation to use throughout your preposition activities.