Abisag Vera and Rebecca Schnell

ED 215R
February 21, 2017

ED 215R LESSON PLAN

RATIONALE FOR THE LESSON: The ultimate goal in literacy is comprehension and
The students in this first grade class are at varied reading levels. There are some
challenging words in the book but when the children use ‘clues’ from the text they will be
able to decipher what the word is and what it means. I think it is very important for
children to learn new vocabulary words with each text we read. The book we plan on
reading is a childhood favorite in which there is a beautiful lesson of friendship and
giving. Every time we’ve been at the field, Mrs. Lorenz introduces five new words and
discussed their meaning with the students. They even use all five words in a sentence. I
think teaching this lesson goes along with what they are already learning: describing
characters’ feelings and comprehending what the book is about.

OUTCOMES/GOALS:
For the Student: RL.1.3 Describe characters, settings, and major events in a story using
key details.

For the Teacher: Wisconsin Standard 2: The teacher understands how children with broad
ranges of ability learn and provides instruction that supports their intellectual, social, and personal
development.

LEARNING OBJECTIVE: In order to describe characters and their feelings, students will use
the ‘clues’ in the text and pictures to interpret their understanding.

“I can describe characters and their feelings by using clues in the text and pictures.”
“I can summarize the story in my own words.”

ASSESSMENT:
Formative: Stopping throughout the interactive read aloud to ask questions about the
book, and having students retell parts of the story to their neighbor.
Summative: With the completion of the worksheet, I’ll be able to analyze if students
comprehended the text.

STRATGIES FOR STUDENTS OF VARYING LEVELS OF DEVELOPMENT AND

IDENTIFIED LEARNING NEEDS:
We will stop after key events in the story to discuss occurrences and define words that may be
new to the students.
We will give oral instructions for the worksheet and walk around the room helping those who
may need extra assistance.
If one or more students are fidgety they will sit near the front, close to the reader.
If students finish their worksheet before their peers, they will color their rainbow fish.

MATERIALS:
The Rainbow Fish by Marcus Pfister
Cause and Effect worksheet and coloring sheet
TOTAL TIME NEEDED: 20-25 minutes

PROCEDURES: (Explain in detail.)

_____Introduction: While students and teachers are gathered on the reading carpet, we will begin
a conversation about friendship, sharing, and generosity. We will then briefly introduce the book:
the main character one key event, making sure not to give the whole story away. We will go over
6 new words (on vocabulary list attached) define them and give examples of each word. We will
then take turns reading each page and stopping after major key events to discuss what will happen
next in the story.

_____Demonstration: “Can someone please tell me what it means to be a friend?”

“What is something nice that a friend can do?”
After reading the book we will show them the worksheet about cause and effect. We will briefly
explain what cause and effect are and give an example. If they still don’t understand, we will fill
in the first space together.

_____Participation: “When the other fish didn’t want to play with Rainbow fish, how do you
think he felt?” (Turn to your buddy and ask them) After buddy talks, I will also have a few people
share the answers they got. Students will also have the chance to practice their retelling abilities
in buddy talks during our interactive read aloud.

_____Practice: Students will return to their desks and work on their worksheets alone. We will
help students who need assistance.

_____Performance: Going over their worksheets, we will assess whether students understood the
key concepts of the story.

_____Closure/Recap: Informally, we can ask the class to tell me what the book was about. We
can also ask them to describe the main characters feelings during a significant part of the story. If
we have time after our lesson, we will go over the vocabulary again and have the students give us
their definition.
NAME: __________________

Rainbow Fish:

Cause and effect

Actions Effect

Rainbow Fish did not

play with the other fish!

Little Blue Fish asking for

one of Rainbow Fish’s

Shiny scales.

The Octopus tells

Rainbow Fish to give his

Shinny scales away.

The Rainbow Fish shares

His shinny scales.

VOCABULARY:

Glide: Moving smooth

Ex: I love sail boats because they glide across the water

Shimmer: Shine super brightly

Ex: Lucy cleaned her ring so that it could shimmer in the light.

Admire: Looking at something and enjoying it

Ex: I love to admire the sunset because of all the beautiful colors.

Emerged: To come forward

Ex: The bear emerged from the cave he was sleeping in all winter.

Wavered: You don’t really know what you want to do. You’re undecided.

Ex: When Mike was deciding what flavor he wanted for his birthday cake he

wavered between chocolate and vanilla.

Whizzed: To move super quickly

Ex: The cheetah whizzed across the field to catch some dinner.