Name: Grace Toulouse

Lesson: The Rainbow Fish by Marcus Pfister

Target Grade Level: Pre-K to 3rd grade

Standard(s):Put the appropriate 1.RL.4.3 Describe in depth a character,

common core standard here. setting, or event in a story or drama,
drawing on specific details in the text
(e.g., a character’s thoughts, words, or
actions).
2.RL.1.9 Compare and contrast the
adventures and experiences of characters
in stories.

Objective(s): 1. Students will be able to identify

What are your goals for this lesson? What patterns and textures both
do you want your kids to be able to do within their own artwork and
outside of their artwork in
afterwards?? Why are you doing this
everyday life.
lesson?? 2. Students will be able to utilize new
tools and new vocabulary in order
to design their own unique shapes
and patterns.

Materials: - The Rainbowfish

List absolutely EVERYTHING you need - 12”x18” sheet of thick white paper
to do this lesson—especially since you are - Pencil for initial sketch
- Watercolor tray (or red, orange,
going to be sharing it. From
yellow, green, blue, purple, brown,
paper/pencils, chart paper or whatever. and black watercolors if tray is not
accessible)
- Black and white oil pastels or waxy
crayons
- Assorted sizes of paint brushes
- Cup of water
- Paper towels for cleanup and
wiping brushes off after washing
- Optional: glitter glue, googly eyes,
glue to secure googly eyes

Instructional Strategy In this lesson, students will be getting the

This is your step by step guide to what opportunity to create their own unique
you are going to and in what order. Put fish & ocean scene after reading The
Rainbow Fish in class. Students will be
ideas about time involved to do it step.
exploring the technique of wax resist in
Be specific so others can follow this plan. this project while creating their own
 patterns and textures with oil pastels
along with different textures paper.

1. Ask students if they know what

patterns are, and have them give
examples. (stripes, polka dots,
chevron, etc.)
2. Begin reading The Rainbow Fish.
Have students point out patterns
that they see throughout the book.
3. Go into demonstrating the art
project. Have some of it done and
then do the rest so that students
get to see all steps of the project.
4. Materials will be passed out and
students will begin working.
5. Once students are done we will
clean up together and go into
assessment questions.

Differentiation: 1. Be available for students at all

Put at least two strategies as to how you times. Things happen, but as a
can address students with varying teacher, I will walk around class
and be present for what my
abilities, both above and below typical
students need.
students. 2. Have more materials than needed.
If students want to do more with
their project because they move
faster, then they have more
options, but if students more
slower, than they will not be forced
to add more to their project.

Assessments: At the end of class I can have assessment

How will you know if your students questions to hear back from students
learned what you wanted them to learn? about the assignment. This could be
something like asking them again what a
How can you prove it???
pattern is and where they see patterns in
the real world and or around my
classroom. I would also ask them how
patterns changed the way we read the
story.