Rainbow Fish Lesson Plan 454v5p

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 don’t 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 haven’t) read this book before.” “The title is on the front.” “Its about a fish!” “Sad.” “He shared his shiny scales with his friends.”

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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.”

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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 friend’s fish. I would ask them their favorite part of the story or a part of the story that they 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?