Baldwin-Wallace University/School of Education/Universal Lesson Plan

I. Subject: E.L.A Date: 3/14/18 Grade Level: 1st

II. Alignment to Standards:

A. Ohio’s Learning Standards: CCSS.ELA-LITERACY.SL.1.1

Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.

B. College & Career Ready Standards: CCSS.ELA-LITERACY.CCRA.SL.1

Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and
persuasively.

C. ISTE Technology Standards for Students:

III. Central focus of the learning segment: The central focus of this lesson will be to connect
student’s prior knowledge of leprechauns to the creations of leprechaun traps cooperatively as
teams, after days of discussion.

IV. Learning Objective(s)/Target/s: By the end of the lesson, the students will create a
leprechaun trap, using the materials provided, and the knowledge they have gained throughout
the week of discussion. The students will also begin to create a leprechaun writing project,
which will assess their knowledge of the things they will need to successfully trap a leprechaun.

V. Assessment/s (Note: Both the learning objective and summative assessment/s are aligned to
each other. All formative assessments are aligned to the summative assessment.)

A. Formative assessments during the lesson: During the lesson, students will cooperatively
work together to build leprechaun traps. The teacher will monitor the student’s
discussions, conversations, and interactions; paying key attention to the vocabulary they
use and how much they have taken from the previous lessons.

B. Summative assessment (end of learning segment or unit): At the end of the lesson (or
week depending on time) students will complete a leprechaun writing project. They will
have different opportunities to show what they know, in writing. They teacher will check
these writing assignments for understand of the characteristic of leprechauns, and what
needs to be done to catch them.

VI. Academic Language:

A. Function: to strengthen their knowledge of working collaboratively and building on the

understanding of characteristics of something.

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 B. Content vocabulary (syntax & vocabulary specific to discipline)

 Teamwork
 Groups
 Roles
 Characteristics
 Collaboration

VII. Materials/Candidate Resources

 How to Trap a Leprechaun by Sue Fliess
 Project papers
 Name tags/job titles
 Supplies for building leprechaun traps
o Shoe boxes
o Glue
o Tape
o Scissors
o Paper
o Cotton balls
o Straws
o Popsicle sticks
o Gold coins
o Etc.

VIII. Behavior Expectations (including those that address safety and the use of manipulatives
& equipment) The students are expected to cooperatively work together in teams. They are
expected to use all materials safely and properly. They are also expected to respect one another
and play into the group role they are given.

IX. PROCEDURES (Be explicit. List anticipated time for each step in the lesson from
motivation hook through closure).

A. Motivation/Hook: THEY ARE BUILDING LEPRECHAUN TRAPS! 

B. Instructional Strategies: For each instructional strategy, describe what you, the teacher
will do/say and what the student/s will do. (Note: Add as many additional rows as
necessary.)

What the teacher will What the student Theorist/ Differentiation Anticipated Time
say/do: is expected to do: Best Practice (one or more of
the following
groups – above
level; below level;

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 ESL; urban or
rural
disadvantaged)
The teacher will call The students will 5 minutes
the class to the carpet quietly sit on the
and introduce the story carpet and listen to
How to Trap a the story.
Leprechaun
After the story will be The students will Schema, Piaget The teacher will 5 minutes
read, the teacher will discuss what they prompt the higher
invite the students to have learned over level students in
have a brief discussion the week about this discussion to
about the book and the leprechauns, and get diverse answers
different ideas it gave also what ideas they
about trapping a have about trapping
leprechaun. one.
The teacher will pull The students will 2 minutes
up photos of many look at the photos,
different leprechaun if necessary, and
traps to begin to give begin to formulate
the students ideas and their own ideas of
get them thinking what they will do to
creatively (this step make their
will depend on how leprechaun traps.
confident the students
seem in building traps.
If they have great
ideas, I won’t show
them pictures unless
they begin to get
stumped)
The teacher will The students will ZPD, The teacher will 8 minutes
explain that the listen to their Vygotsky assign the group
students will be assigned roles on speaker and leader
working in teams their teams and ask to the higher level
cooperatively. The questions if they students, the time
teacher will hand out don’t understand keeper to the on
name tags to each what they are level students, and
student (each tag will expected to do. the material
have the students managers to the
name, and a role they below level
will play in their team: students on each
Time keeper, Group team.
leader, Group
speaker, Materials
manager) The teacher

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will explain that these
roles are important to
follow, that way not
everyone is up walking
around the room or
yelling at each other.

More than one of

certain roles will be on
teach team. The
teacher will explain
each role to the
students, and what’s
expected, since they
have never done
something like this
before.
The teacher will hand The students will 3 minutes
out some supplies that collect the materials
each team will get. they need to create
Then the teacher will their traps,
explain that the following all
material managers will directions carefully.
get the chance to go
back to the blue table
to get more supplies,
but only ones they need
(other team members
will tell these students
what supplies they
want, so not everyone
is moving around the
room)
The teacher will The students will Spiral The teacher will 42 minutes
dismiss the students to follow their roles on Curriculum, offer more support
begin working, their teams to create Bruner to the lower level
assisting when a successful and on level
necessary with ideas, leprechaun traps students to think
gluing supplies, etc. using all necessary creatively, while
materials and the higher level
following all roles. students will be
They will work very independent.
collaboratively.

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 C. Review/Closure

In closure, the students will spend the next few days completing their leprechaun traps and a
leprechaun writing project. On Thursday, we will leave the traps over night to try and catch the
leprechauns. On Friday morning, the students will come in to their traps set, the cold missing,
and a letter from the leprechaun with a chocolate gold treat.

X. REFLECTION (For 300-level courses and beyond)

1. Were today’s learning objectives/targets met for individuals, small groups, and the whole
class?

2. What would you do differently if you could teach the class again to the same students?
(This could include changes in the organization of the lesson plan, strategies used, use of
technology, use of differentiation, formative assessments and closure.)

3. Based on your questions, checks for understanding, and/or assessment data/analysis, what
will happen next for the entire class and for specific groups/individuals in this class?

Cooperating Teacher Signature Date

BAS: 8/31/16