UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Stephanie Blair PSMT Name: Ms. Bennett

Lesson Plan Title: I am Lucky… Lesson Plan Topic: St. Patrick’s Day
Date: 3.14.18 Estimated Time: 35 minutes
Grade Level: 1st School Site: Wynn Elementary

1. State Standard(s):

 RL.1.1: Ask and answer questions about key details in a text

 L.1.1g: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking; Use frequently occurring conjunctions (and, but, or, so,
because)

2. Teaching Model(s):
 Reading a story
 Group Discussion
 T-Chart
 Writing Activity
 Lemov #10, 32, 57

3. Objective(s):
 SWBT explain key details in a text by asking or answering questions
 SWBT use the conjunction because to demonstrate command of English grammar

4. Materials and Technology Resources

 Lucky Tucker
 White board/markers
 Shamrock Cut out
 Scissors
 Glue
 Coloring Tools

5. Instructional Procedures:
 Motivation/Engagement
o TW ask students what they know about luck
 Lemov #32 – Allow students enough time before moving on
 Ask if they know definition of luck
 Have they ever had any luck
 Objects that represent luck
 If needed, prompt for situations rather than definitions
o TW talk to students about St. Patrick’s Day
 Discuss leprechauns, pots of gold, shamrocks
 o TW introduce story Lucky Tucker
o TW ask students about the cover & title
o TW read story
 Developmental Activities or Learning Experiences
o TW draw T-chart on the board
 1 side labeled Lucky
 1 side labeled Un-Lucky
o SW provide details from the story about things that were Lucky & Un-Lucky
o TW write responses on the board
o TW ask students for additional ideas of things they consider to be lucky & un-
lucky
 TW prompt students with ideas of family, friends, home, schooling, etc.
o TW introduce ‘I am Lucky Shamrock’ bottom page
 TW explain to students this will be an activity where they will write 4
things that make them lucky using the word ‘because’
 TW model on one clover something that makes them lucky
 Lemov #57 – Providing clear instruction
 TW Check for understanding of what to do
o TW hand out 1 shamrock bottom page per student
o SW go back to desk & fill out 1 sentence per clover petal
 Lemov #10 – Students can ensure proper spelling & sentence structure
o SW color their bottom shamrock when they are finished writing
 This allows the teacher time to check for completion before moving on
o TW gather student attention and introduce the top page
o TW instruct students to ONLY color the petals in at this time
o TW hand out sheets & provide time to color
o TW then model cutting out a single petal
 SW cut out SINGLE petal
o TW demonstrate folding along the dotted line
 SW fold along the dotted line
o TW demonstrate gluing on the bottom page the small triangle of one of the petals
and then placing the small triangle of the petal on the glue
 SW do that step and then hold it up for teacher to check
o SW then do the next 3 on their own
 Closure
o SW share with their table the 4 sentences about what makes them lucky
o TW ask for volunteers to share at least one of their sentences with the class
 Extension
o Students can draw on the back something that they consider to be lucky

6. Accommodations, Modifications and Differentiations for Diverse Learners:

 Provide completed shamrocks for students who cannot cut/glue appropriately
 Have some shamrocks with elementary lines and some without
 Allow students to cut and glue (time considerations)
 Have a tree map if students are unable to write sentences on their own to assist them with
sentence structure
7. Assessments and Evaluation of Learning:
 Formative
o Teacher observation
o Student participation
 Summative
o Successful completion of 4 sentences about things that make them lucky

8. Homework Assignment:
 None for this assignment

9. Reflection
Rubric Template for Meeting NEPF Standards:

NEPF Standards Level for this lesson Level for this lesson Level for this lesson Level for this lesson
1 2 3 4

STANDARD 1 Teacher adequately

Teacher inadequately Teacher fully
New Learning is Teacher activates no, activates most
activates most activates all students’
Connected to Prior or almost no students’ initial
students’ initial initial understandings
Learning and students’ initial understandings by
understanding using through the use of
Experience: understandings. using at least two
limited methods. multiple methods.
methods.
STANDARD 2 Teacher provides no, Teacher provides Teacher provides Teacher provides
Learning Tasks have or almost no tasks at tasks at an tasks at a generally tasks as the
High Cognitive an appropriate level appropriate level of appropriate level of appropriate level of
Demand for Diverse of challenge for any challenge for few challenge for most challenge for every
Learners: students. students. students. student.
STANDARD 3 Teacher adequately
Teacher inadequately Teacher effectively
Students Engage in Teacher structures structures
structures structures
Meaning-Making no, or almost no opportunities for
opportunities for opportunities for all
through Discourse opportunities for any most students to use
some or most students to use
and Other students to use more than one type
students to use varied
Strategies: representations that of representation
representations; only representations that
engage student’s that generally
somewhat engage successfully engage
thinking. engages student
student thinking. student thinking.
thinking.
STANDARD 4 No, or almost no, Most students in the Most students in the All students in the
Students Engage in students can explain- class can only vaguely class can generally class can fully
Metacognitive what the intended explain- what the explain- what the explain- what the
Activity to Increase learning goals are, intended learning learning goals are, learning goals are,
Understanding of why they are learning goals are, why they why they are learning why they are learning
and Responsibility it, and what are learning it, and it, and what it, and what
for Their Own successful what successful successful successful
Learning: performance looks performance looks performance looks performance looks
like. like. like. like.
STANDARD 5 Teacher aligns no, or Teacher inadequately Teacher adequately Teacher fully aligns
Assessment is almost no, aligns assessment aligns assessment assessment
Integrated into assessment opportunities with opportunities with opportunities with
Instruction: opportunities with learning goals and specified learning clearly specified
 any learning goals performance criteria. goals and learning goals and
and performance performance criteria. performance criteria.
criteria.
Final Overall Total
Score: 16 0 0 3 16