1. HCPSS Lesson Plan Format DRAFT
Howard County Generic Lesson Plan Format Howard County Generic Lesson Plan For
“Tell students what you’re going to teach, teach it to them, then ask them to say, show, or apply what the
“Tell students what you’re going to teach, teach it to them, then ask them to say, show, or apply what the
Unit: (From the HCPSS Essential Curriculum)
Des
Lesson Title: Lovely Ladybugs - Introduction stra
___
Objectives: ___
Library Media:
Goal 3: The student will demonstrate the ability to organize, manage, and comprehend
information.
Objectives – The student will be able to: ___
a. Clarify the problem or information need. ___
___
Goal 5: The students at all grade levels 2-3 will demonstrate the ability to interpret information ___
to generate new understanding and knowledge. ___
___
Interpret Information ___
Objective – The student will be able to: ___
a. Analyze content of data/information and resources. ___
1. Practice summarizing the main points in a variety of resources to determine the ideas text
being communicated. ___
· (Method: Provide experiences for students to identify the intended message of a story,
passage, or video segment.)
2. Practice identifying examples of an author’s or character’s point of view and how it ___
impacts the story, passage, or video segment. ___
___
Science: ___
Unit IV: Life and Environmental Science ___
Goal 1: Characteristics of Organisms – The student will use scientific skills and processes to describe and ___
compare characteristics, basic needs, and life cycle of an organism. ___
___
Educational Technology Essential Curriculum Objectives ___
Goal 3: Technology for Learning and Collaboration – The students at grade two will use a variety of ___
technologies for learning and collaboration ___
Objective - The student will be able to: ___
a. Use and understand how technology enhances learning
___
1. Use technology tools, including software and hardware, from a range of teacher-selected options to learn Con
new content or reinforce skills Oth
Time required: 2 weeks for the core lessons; additional weeks for students to record observations

2. · Materials: computer, LCD projector, document camera, screen, internet connection, pencils, PAC
computers, construction paper, post-it notes, Flip Camera, ladybug habitat and ladybug eggs (preorder
from http://www.insectlore.com)
· Pre-Assessment of Prior Knowledge: D
Show the students the unlabeled “Life Cycle of a Ladybug” diagram by using the Enchanted (Di
Learning website (http://www.enchantedlearning.com/subjects/insects/ladybug/label) or, if you do not
have an Enchanted Learning description, print out the life cycle cards - ___
http://www.enchantedlearning.com/subjects/insects/ladybug/sequencing/ - (no account needed) and ___
use the document camera to show them (they are not in order). Discuss the answers with the students.___
___
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Inst
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· Engagement:
Use the document camera and show them the ladybug eggs. Ask them to guess what they are looking ___
at (you can give them clues like you are playing 20 questions). ___
___
Ge
___
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acc
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assi
Lesson Development/Procedures: (Body of the Lesson) Co-Teaching Model
Activity ___ One lead/one support
· Read the Very Lazy Ladybug to the class. Discuss how the ___ Station Teaching
ladybug felt in the story and how the world looked to the ___ Two Groups
ladybug. ___ Alternative Teaching
Transition ___ Multiple Groups
___ Team Teaching
Be sure to have a table or desk set up in the reading area beforehand. Ask
students to sit in front of the table or desk. IEP Goals/Accommodations
(Based on Students’ IEP/504
Plan)

3. Activity Reading Strategies
· Review the life cycle vocabulary terms – egg, larvae, chrysalis Text
or pupa, and adult. Explain to students that they will be hatching ___Literary
ladybugs in the Media Center, similar to how they will be hatching ___Informational
Painted Lady butterflies in their classrooms. Have students help Before
place the eggs in the ladybug habitats. ___ Purpose
___ Prior knowledge
Transition ___ Preview
___ Vocabulary/Concepts
___ Predict
Walk the ladybug habitat to its home in the Media Center and explain to During
students that they can stop by and briefly check on their ladybugs on a daily ___ Chunking
basis. ___ Self-monitoring through
clarifying
Closure: questions and notations on
· Ask students to imagine they are the larvae. What would their text
habitat look like? What would other objects in the room look like to ___ Reread
them? Use flip cameras to record answers (these will be shared with ___ Metacognitive conversation
students for the engagement of the next lesson.
After
___ Summarize or paraphrase
___ Write BCRs in response to
reading
questions
___ Use rubrics
Checking for Understanding throughout the Lesson Every Pupil Response (EPR)
Did the students correctly identify the life cycle stages of a ladybug? Strategies
___ Choral Answer
___ Thumbs Up/Thumbs Down
___ 1, 2, 3 Flash
___ Written Answers on Wipe
Boards
___ Show of Hands
___ Cue Cards
___ Think, Pair, Share
· Assessment: ASSESSMENT
Check the life cycle stages for accuracy. ___ Collect and Grade
Student responses to the question of what would the habitat look like ___ Check for Completion
through the eyes of the ladybug larvae. ___ In-Class Check
___ Rubric
___ Checklist
___ Peer/Self Assessment
___ Journal/Learning Log
___ Portfolio
___ Constructed Response
___ Quiz
___ Test

4. ___ Presentation
___ Performance Assessment
___ Informal Assessment
___ Exit Slip
___ Other
· Homework/Enrichment:
Create a ladybug habitat floor plan, labeling what the ladybug needs
in its habitat to survive (food, water, etc.).
As an alternative lesson, complete the Lovely Ladybug web quest at
https://sites.google.com/site/les2lovelyladybugs/
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4/27/05