Lesson Plan for First Grade Read-Aloud
Ladybugs
Grade Level: First Grade
Time Required: 45-50 minutes
Materials:
Scholastic First Discovery: Ladybugs by Gallimard Jeunesse and Sylvaine Peyrols 1989 Editions
Gallimard.
Premade lifecycle of ladybug
Premade black circles
Computer for webpage: http://www.youtube.com/watch?v=SvHWxDjfFB8
Metal pins
Premade word list
Scissors
Glue crayons
Extra paper
Common Core Standards:
Key Ideas and Details: 1. Ask and answer questions about key details in a text.
Craft and Structure: 4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
Range of Reading and Level of Text Complexity: 10. With prompting and support, read informational texts appropriately complex for grade 1.
Lesson Specific Objectives:
The students will be able to …
1.
Demonstrate comprehension of the story by interacting and asking questions about ladybugs
2.
Identify the life of a ladybug through completion of premade ladybug life cycle book
3.
Understand the new words identified through the book and video
Anticipatory Set
1.
Ask questions about what they already know about ladybugs.
2.
Ask students to talk about a time when they encountered a ladybug
3.
Tell the students a personal story about ladybugs. Introduce the students to the idea of a life cycle.

Pre-reading:
Show the book without reading the words. What time of the year do you see ladybugs? How do ladybugs look different than other insects?
Reading:
How do you think ladybugs survive when they are so small?
Today we’re going to read Scholastic First Discovery: Ladybugs
Hopefully, our book answers some questions about the ladybug, and maybe even learn something new today! While, we are reading, look for the different stages of life of the ladybug.
By looking at the cover, how many legs does the ladybug have?
Can a ladybug fly? What do you notice about the colors of the ladybug?
How does the ladybug stop itself from being eaten by other animals?
What do the ladybugs do in the winter?
Do you notice that a new ladybug is being made? What is the ladybug like compared to other insects? (butterfly)
While reading, introduce new vocabulary words to the students

Antennae

Transparent

Hibernate

Aphids

Larvae

Pupa
Stop reading the book after the ladybug is hatched
Post-reading:
What facts did you learn from the book?
How many legs and antennae do the ladybugs have? ( two antennae and 6 legs)
Where do the ladybugs hibernate? ( hollow of a tree)
What is a ladybugs favorite food? (aphids)
Where do the ladybugs lay their eggs? ( leaf with aphids)
What are they when they hatch? ( black larvae)
What happens after the larvae sheds? ( it’s a pupa, making a ladybug)
Extension Activity:

Watch two minute video of the life cycle of ladybugs.

Guide the students in creating their own book that displays the life cycle of the ladybug.

Have the books pre-made. Students will need to cut them out, and glue them onto the appropriate spot on the paper. Once all the pictures are glued, the students will glue black spots to the top of the ladybug. Put the two pieces together with a pin, making sure it’s loose enough to spin around.

Ask comprehension questions as the students are creating their books.


If students finish early, they may read through the book themselves or help other students with their project. Additionally, there will be extra paper for them to create more ladybugs if they wish or create their own bug.
Closure:

Ask each students one new or interesting fact they learned about ladybugs. (if student doesn’t feel comfortable talking in front of everyone, they can whisper one to you)

Thank them for their hard work and participation.
Assessment
I will have the students review their books with me and make sure that they are proficient in retelling the lifecycle of the ladybug. I will look for appropriate placement of the cutout images.
Adaptations for Diverse and/or Special Needs:
Children who have a hard time hearing or listening to the story will be placed near me so they have a better chance to see and hear clearly. Children who have a hard time with mechanical skills will have precut life cycles.
Reflection
What went well in the lesson?
It was perfect for first grade level. They were enthusiastic and actively participated throughout the lesson. The vocabulary words were challenging for them, but they were able to understand and put with the life cycle of the ladybug.
The book was interactive and they liked how some of the pages were transparent (just like our vocab word).
The overall presentation of the lesson was my favorite part. It was creative and different from other life cycles and the students enjoyed moving their ladybug around.
How did the students respond?
For first grade, they answered my questions as well as asked many questions. The project was just enough cutting and gluing that it didn’t take forever to complete and fit in the time period.
For second grade, my student didn’t seem as interested in the project as I would have thought. I included a video into the lesson to take up time that I knew would be used with the small amount of cutting and gluing. My student was more excited about the project than the overall idea of the lesson which was the life cycle.
What would I change?
I adapted to the second grade level by including a video, but I would also include the video in the first grade too. When completing it with second grade, I would have them cut out all of the pictures and the ladybug wheel as well.