Beacon Lesson Plan Library
DescriptionThis read-aloud activity gives students basic ideas and vocabulary to speak about a leprechaun trap.
ObjectivesThe student uses basic speaking vocabulary to convey a message in conversation (for example, numbers, adjectives, action words, shapes, colors, categories).
Materials-Book featuring leprechauns, such as [Jack and the Leprechaun] by Ivan T. Robertson,ISBN 0-375-80328; [Leprechaun Gold] by Teresa Bateman, ISBN 0-8234-1514-7; and [Clever Tom and the Leprechaun] by Linda Shute, ISBN 0-590-43170-6.
-K'Nex, Lego, or similar building materials
Preparations1. Gather materials.
2. Read the book prior to reading it aloud to the students. Formulate questions to discuss with students.
Procedures1. Introduce a book that features leprechauns. Show the front cover of the book being used. (Here are titles of good examples: [Jack and the Leprechaun] by Ivan T. Robertson, Random House, 2000; [Leprechaun Gold] by Teresa Bateman, Holiday House; and [Clever Tom and the Leprechaun] by Linda Shute, Scholastic, 1988.)
2. Ask if students have an idea of what this story is about. Example: Who is the little man on the front of the book?
3. Ask the students what they know about leprechauns.
4. Begin reading the book. Stop and show the pictures and discuss what leprechauns look like and act like. Why would people want to catch them?
5. Upon conclusion of the story, review the plot of the story with student retellings. Make sure the students understand the significance of "catching a leprechaun."
6. Encourage students to raise their hands for permission to speak. Provide positive oral feedback for answers and appropriate vocabulary.
7. For the next four or five days, during a small group center or station time, students will construct a leprechaun trap from K'Nex, Legos, or similar building material.
8. At the conclusion of the activity, students will share how their leprechaun trap works. Students are expected to speak in complete sentences. The teacher encourages the use of adjectives and interesting verbs by questioning the student and commenting on appropriate vocabulary.
AssessmentsStudents use basic speaking vocabulary to convey information about a leprechaun trap that he/she built. Students are required to speak in complete sentences. The teacher may ask questions about the leprechaun trap to encourage the use of adjectives describing color, size, and shape. Correct verb tense and pronunciation are also reinforced during the oral presentation. Appropriate oral feedback is provided by the teacher as needed. Students that have difficulty with the oral presentation may be assigned a peer coach so that they may practice the presentation and present at a later date.
ExtensionsThe following small group lesson can be used to practice spoken and written vocabulary about the students' leprechaun trap.
1. After the leprechaun trap is built, a picture is taken of the student and his or her trap.
2. These pictures can be used to generate spoken and written vocabulary as the students and teacher talk and write about the leprechaun trap. A discussion of how it was built and how it works, using grade level appropriate vocabulary, will continue as the students write.
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