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Rainbow Fish Lesson Plan

This lesson plan outlines an activity to teach preschoolers about the children's book Rainbow Fish. The plan includes objectives focused on literacy, motor, social and self-control skills. Students will listen to the story, then make their own rainbow fish art project using various materials like paper, googly eyes and glitter. Modifications are suggested for students with different abilities. The teacher will ask questions during the story and activity to engage students and assess their comprehension and skills.

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2K views4 pages

Rainbow Fish Lesson Plan

This lesson plan outlines an activity to teach preschoolers about the children's book Rainbow Fish. The plan includes objectives focused on literacy, motor, social and self-control skills. Students will listen to the story, then make their own rainbow fish art project using various materials like paper, googly eyes and glitter. Modifications are suggested for students with different abilities. The teacher will ask questions during the story and activity to engage students and assess their comprehension and skills.

Uploaded by

api-258585484
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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IDEC Lesson Plan Format

1. Lesson Name/Title: Rainbow Fish Art Activity


2. Foundation Blocks
Virginia Literacy
Foundation Block 1: Oral
Expression
The child will
develop listening
and speaking skills
by communicating
experiences and
ideas through oral
expression.

3. Objective(s)
a) Listen with increasing
attention to spoken language,
conversations, and stories
read aloud.
b) Correctly identify characters,
objects, and actions in a
picture book, as well as
stories read aloud, and begin
to comment about each.
c) Make predictions about what
might happen in a story.
d) Use two words to ask and
answer each question that
include actions.
f) Engage in turn taking
exchanges and rules of polite
conversation with adults and
peers.

Virginia Literacy
Foundation Block 2:
Vocabulary
The child will
develop an
understanding of
words and word
meanings through
the use of
appropriate
vocabulary.
Virginia Literacy
Foundation Block 5:
Print and Book
Awareness
The child will
demonstrate
knowledge of print
concepts.

a) Use single words to label


a) Child will use at least one word to
objects.
label characters or objects in the
b) Listen with increasing
book.
understanding to
b) Child will answer questions they
conversations and directions. are asked after the story or talk with
e) Use new vocabulary with
a partner about the story.
increasing frequency to
e) Child will answer questions
express and describe feelings about vocabulary they dont
and ideas.
understand or describe new words
they learn in their own words.
a) Identify the front of a book.
b) Identify the location of the title
of a book.
c) Identify where reading begins
on a page (first word or group
of words)
d) Demonstrate directionality of
reading left to right on a page.
f) Turn pages one at a time
from the front to the back of a
book.

4. Assessment of Objective(s)
a) Child will not interrupt during the
story.
b) Child will correctly identify
characters in the book when
asked questions about them.
c) Child will answer prediction
questions when asked about
what might happen in the story
such as what do you think will
happen next?
d) Child will answer using at least
two words such as yes that
f) Child will take turns talking
and follow rules of no talking
during the story unless asked a
question.

a) Child will identify the front of the


book (cover) when asked Where is
the front of the book?
b) Child will identify the title of the
book when asked Where is the title
of this book?
c) Child will identify the title of the
book when asked Where is the
writing on the page and where are
the pictures?
d) Child will answer the question
Which way do we read? Left to right,
or right to left?
f) Child will answer the question
How many pages do we turn at a
time?

Virginia Physical and


Motor Development
Foundation Block 1:
Skilled Movement
The child will build
body awareness,
strength and
coordination
through locomotor
activities, nonlocomotor (stability)
activities and
manipulative skills.
Virginia Physical and
Motor Development
Foundation Block 4:
Responsible Behaviors
The child will
demonstrate good
listening skills and
cooperative
behaviors.
Virginia Personal and
Social Development
Foundation Block 2: SelfControl
The child will show
self-direction and
responsibility

b) Manipulate small objects using


one hand independently, the
other hand independently, and
both hands working on the same
task.

b) Child will use scissors with one


hand while holding the paper plate
with the other and cut out the fish on
the indicated line. Child will use one
hand to put glue on the paper and
the other hand to place the googly
eyes on the glue.

b) Share equipment and space,


and taking turns with help
from the teacher.
c) Work well with all children.
d) Listen to and follow simple
directions.

a) Child will share scissors and glue


with other classmates and wait
for help from a teacher.
b) Child will work cooperatively with
classmates.
c) Child will follow directions, take
turns, and share with other
students.

c) Use classroom materials


purposefully and
respectufully.

c) Child will use scissors, glue, and


paper respectfully to make their own
rainbow fish.

5. Materials
Rainbow Fish Book
Paper plates with a fish patter already traced onto it
Scissors
Crayons
Markers
Colored pencils
Googly eyes
Glue
Tissue paper cut into triangles
Shiny tissue paper
Construction paper cut into triangles
6. Optimal Students/Seating Arrangement for the Lesson
Small groups of 4-5 students
7. Lesson Sequence

Introduction (6 minutes)
I will introduce the lesson by reading The Rainbow Fish to the group. Before reading the
book we will talk about what the children think the book is going to be about. We will then read
the book with interactive questions during the book. The questions will help insure students
attention during the book. After reading the book we will talk about the differences in the fish
and how everyone is different.

What you will do/say


Have you ever read this book before?
Where is the title of this book?
What do you think the book is about?
How did the fish make other fish feel?
What did Rainbow Fish do to help?

What the students do/say


I have (or havent) read this book before.
The title is on the front.
Its about a fish!
Sad.
He shared his shiny scales with his friends.

Procedures (10 minutes)


Children will make their own Rainbow Fish out of a paper plate and different pieces of paper and
tissue paper. Students will use their fine motor skills, cooperative skills, self-control skills,
sharing, waiting for help, answering questions, asking questions, and listening to a story being
read to them.
What you will do/say
What colors would you like to use?
Thank you for sharing with your friend.
Who would like more shiny paper?
Do you need help with that?

What the student(s) do/say


Thank you.
Here are the scissors.
Me!
Help, I need more paper.

Closure (3 minutes)
I would ask the children to share their own rainbow fish and see how different each of their fish is
from their other friends fish. I would ask them their favorite part of the story or a part of the story that
they remember the best. The children would move their artwork to the drying rack before moving to
the next center.
What you will do/say
Does your fish look like your neighbors fish?
What was your favorite part of the book?
What is your favorite part of your fish?

What the student(s) do/say


No, mine is pink.
When he shared his pretty scales.
All the colors!

8. Modifications for children at different learning levels


The paper plates could already be cut out for students who have less developed fine motor skills; and for
children who have very developed fine motor skills they could cut out their own scales. Children who do
not like using liquid glue could use glue sticks or color their scales instead of gluing them onto the plate.
Adapted scissors could be used, grips could be added to colored pencils, markers, or crayons, or an aide
could help a child make their own rainbow fish.
9. Reflections
(To be completed after the lesson plan is implemented.) Discuss what you learned from teaching the
lesson. What went well? What unexpected things happened, and how did you handle them? Did the
students get out of the lesson what you wanted, and did they enjoy it? What would you do differently the
next time you teach the lesson?

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