need help with developing a lesson on prepostions?
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I teach Spanish and we focus on prepositions in the target language. We do it in small sections and generally do it as opposites; on/off, above/below, between, infront of/behind, etc.\n\nOne activity that I have done is assigned the prepositions to small groups of 3 kids; a pair of words for each group. The groups then prepare a little skit where they repeat the words and demonstrate them. Of course our goal is to learn them in Spanish, but many times the kids do not know the difference in English.\n\nFor the skits they can use what they want. Sometimes they use themselves and repeat the prepositions as they move and show what they are. They make signs. They also use props like Hot Wheels cars, dolls, Monopoly houses, etc. Sometimes (if I can get a recorder) we videotape it. It helps the kids to retain them. Oops; just read the question again; with just 2 kids you can have them create their own skits for many different prepositions. The skits only last a couple of minutes each. It will help them to remember what are prepositions.\n\nI also made a powerpoint presentation with a dog and some houses. Each slide shows the dog in front of, behind, between the houses, etc. It helps.\n\nAs for games, it depends on if you are trying to show them where to place the prepositions in the sentence or how to recognize them. For teaching placement you can give the kids several sentences with one word written on card stock. The cards are scrambled. Have them place them in the correct order so that the sentence makes sense. They can use the chalk tray or magnets. \n\nCreate a board game (you can google one to print out). Type up sentences. The kids roll the die. Then they draw a card. If they can recognize the preposition then they can move the number of spaces. If they are wrong then they either do not move, or they move back the number of spaces.\n\nIt will take a little bit to make up the activities, but then you can keep them and you will have it year after year.
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a wonderful website that teaches prek- 2nd grade reading skills\nstarfall.com  give it a try and see what you think, entertaining and both my boys enjoy it as a daily part of their reading lesson.
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CLIPS...\nCapitalization, Leave space between words, Ideas complete, Punctuation, Spelling.
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These guys can help or at least point you in the right direction: www.wordtechs.com. They were lots of help to me.\n\nGood luck!\n~Tia~
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After this sentence, start a sentence with "Moreover,"\n\nThat should do the trick!\n\nHope that helps!
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Try taking English 101. They teach all sorts of neat things like capitalization, punctuation, and spelling.\n\nIt's really cool.
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It is not a sentence...\n\nBeneath the noted universal concerns there lies a distinctive world view.\n\n Or better yet use a semi colon after the word preceeding but ..then replacing it with however and a comma...like this \n\n" ; however, beneath these universal concerns there lies a distinctive worldview."
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Give them small pieces of text so that they may follow along as you read to them.  Ultimately, you will want them to take turns reading aloud.  I know this has gone "out of fashion" in the classroom, but it really works.  You will be modeling tone, cadence, pronunciation, etc.  I am currently teaching a literacy unit in a tenth grade classroom.  We do this every day.  This is what they were missing......
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Show a paragraph or sentence that has improper grammar and incorrect punctuation and have the students rewrite the paragraph or sentence with the proper grammar and punctuation.\n\nExample:\nPractice Sentences\n1. They be the best drawings I ever seen.\n2. Our bus arrived in miami at 320p.m., and we was very tired.\n3. Wow The beaches in Cancun are nice.\n\nAnswers:\n1. They are the best drawings I have ever seen.\n2. Our bus arrived in Miami at 3:20 p.m., and we were very tired.\n3. Wow! The beaches in Cancun are gorgeous.
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For exercises, I would try Harvey's Revised English Grammar - it's on old grammar book they used to use, like in the one-room schoolhouses.  I bought it for homeschooling my kids, and the exercises are wonderful.  For a reference text, I would try Elements of Style by Strunk & White.  You should be able to find it at amazon, but it's also available in full text online.
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Right now I am working in a pre-school laboratory at my college.  I have a mentor teacher who is supposed to teach me the aspects of teaching and monitor my work.  The worst thing she does is give unclear instructions then gets upset when I don't produce the desired results.\n\nShe asked me to have a description of my agenda for the day  posted on the parent board.  Then she got upset that I didn't have it formatted in a certain way.  How am I supposed to know that: "have a description," translates into "I want it done exactly like this"?  Sorry, I guess I don't speak Mentor Teacher.  I need someone else to translate for me.
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Use quotation marks...\naround a speaker's exact words (direct quotations)\naround titles of short stories\naround titles of poems\naround titles of songs\naround titles of articles\naround titles of chapters\n\nUse Underlining------\nto indicate titles of complete or major works such as magazines, books, newspapers, academic journals, films, television programs, long poems, plays of three or more acts\nforeign words that are not commonly used in English\nwords used as words themselves\nwords or phrases that you wish to emphasize
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I have a couple grammar suggestions for you:\n\n- I'm not sure if this happened because of Yahoo or if you typed it in this way, but you should only have capital letters at the beginning of a sentence or for proper nouns (like for a person's name, or for a place name like "Paris", or for a product name like "Colgate").\n\n- Also, punctuation is VERY important.  If you don't clearly punctuate your writing, it is hard to understand.  For example, make sure that you have periods at the end of each of your sentences so that readers will know where one thought starts and another thought begins.\n\nIn terms of the clarity of this paragrpah, I here are my thoughts:\n\n- Figure out what the main thing that you're trying to say in this paragraph is, and make sure to state that CLEARLY in your first sentence.  This helps the reader to know what to expect to read in the paragraph.  Based on what you're writtetn, in sounds like your main point is something about how advertising, especially TV advertising, has the potential to influence people's behavior.  I would use the next few sentences to explain, generally, how television advertisements have the potential to influence people (I would do this by explaining how advertising companies target certain ads to certain audiences during certain programs, etc).  I would then say "For example..." and use your example of the Colgate commercial having the potential to influence a child to behave like the child he or she saw in the commerical.  I would then suggest that you have a sentence at the end of your paragrpah that conlcudes your ideas and helps to prepare the reader for what he/she will read in your next paragraph (if there is one).\n\nHope this helps!!
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Title:\nObjective of Lesson:\nMaterials needed for student and teacher:\nSteps to teach the lesson:\nAssesment tool: (wkst, project, discussion)\nAny Accomodations for students with disabilities:
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OBJECTIVES\nTo provide the preparatory work necessary to facilitate the writing of formal letters. An ordering activity will be used to present the recommended lay-out of such letters. A "Spot the Mistakes" exercise will be used to focus on common errors and a relatively easy Questionnaire will be set in which success should be assured to help promote positive self-esteem.\n\nACTIVITIES\nThe lesson consists of three stages that are outlined below:\n\n1) An ordering activity for group work with cards: Each group will be given a set of cards to order and I will circulate during the activity to provide any assistance required. This caters for the Bodily-kinesthetic Intelligence Type – for those of us who learn through movement. The correct version will then be displayed on the OHP. Timing 15 minutes\n\n2) Find the deliberate mistakes for pair work: To vary the forms of interaction, this time the learners will be asked to work on the activity in pairs and photocopies will be provided. The correct answers will then be elicited, making use of the OHP once again. Timing 20 minutes\n\n3) A Questionnaire through which the learner can find out how much they know about letter writing: The students can work on this individually and photocopies will be provided for this purpose. The incentive of a fabulous mystery prize will be offered as a carrot for the winner! Timing: 15 minutes
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A preposition is a word that links and shows a relationship between some part of the sentence (a noun, pronoun, or phrase) to another word in the sentence, called the object of the preposition.\n\nA prepositional phrase is made up of the preposition, its object, and any modifiers of that object.  The prepositional phrase can function as a noun, adjective, or adverb in the sentence.\n\nHere are some examples, with the prepositional phrases in all caps:\nThe man was standing BEHIND THE DOOR.\nIN THE GARDEN, there are many beautiful flowers.\nThe computer is ON TOP OF MY DESK.
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Example: According to Tom Smith who said, "It is a great thing when children cry, 'I want my mommy!'"\n\nSingle quotation marks around the internal quotation. Double about the outer. You may have three together at the end as shown above. \n\nHope that helps.