Grade Level: K-2
Subject: Language Arts
Learner Outcomes: Students will:
1. listen, recite, and respond to a story and
poem.
2. identify and use grade level appropriate
sight words and reading vocabulary.
3. explore feelings and emotions before and
after hearing the Rainbow Fish.
4. demonstrate understanding of feelings by
illustrating a sentence explaining four different
emotions.
5. use technology as a means of acquiring materials.
Duration of the Lesson: 35-45 minutes
Materials: Copy of poem Five Little Fishies
(author unknown) Print on overhead transparency. Art supplies.
Technology Tools/Courseware: Overhead projector, Computer,
Internet access
Teacher Notes:
*Review the Acceptance Use Policy (2460) before accessing
the Internet.
Prepare transparencies for overhead
Copies of New Vocabulary Words
a. Feelings
b. Happy
c. Sad
d. Anger
e. Jealousy
f. Sharing
Procedure: Display poem on overhead. Have students to sit
in circle area for poem and story activity. Explain your expectations
to your class. Read the poem through and model finger movements. Then,
have the class to join in the activity and read along with you the second
time. Next, introduce the story Rainbow Fish. Do a picture walk.
(Show the illustrations in the story). Discuss feelings with the class. Discuss
events that happened and caused each emotion. Read the story. Review new
vocabulary words. Discuss the importance of sharing at this time.
Then, students access paint on the computer and draw one of the emotions
discussed in the lesson. Also, have students to write a sentence to explain
their picture. Students take turns sharing after completing the activity.
Extension Activity: Students cut out fish patterns
(fish pattern)
(copied on colored paper) and write a vocabulary word on each fish
card. Then, students trace letters with glue. Glitter is
sprinkled onto the glue. Fish should be allowed to dry before
adding to Vocabulary Folders or displays.
Modifications: Modify according to student IEP's
Enrichment Activities: Students access the Internet, print each
activity and complete according to directions Word Scramble,
Book Mark.
Using art paper, students fold the paper twice and crease the folds.
Then, the paper is opened to display four sections. Students write
one emotion at the top of each section, draw a picture of that emotion,
and then write a sentence about each picture. Display students creations
on a bulletin board.
Evaluation/Assessment: Rubric
West Virginia Standards:
RLA.K.3.1, RLA.1.1.3, RLA.1.2.7, RLA.1.2.10, RLA.2.1.3, RLA.2.1.10,
RLA.2.1.13, VA.K.2.4, TEC.K.1.1, TEC.K.1.2, TEC.K.1.3, TEC.K.5.2, TEC.1.5.2
National
Educational Technology Standards for Students and Teachers:
Level I (Grade K-2)
1. Uses conventions of print in writing (e.g., forms
letters in print, uses upper- and lowercase letters of the alphabet,
spaces words and sentences, writes from left-to-right and top-to-bottom,
includes margins)
2. Uses complete sentences in written compositions
3. Uses nouns in written compositions (e.g.,
nouns for simple objects, family members, community workers, and categories)
4. Uses conventions of spelling in written
compositions (e.g., spells high frequency, commonly misspelled words
from appropriate grade-level list; spells phonetically regular words;
uses letter-sound relationships; spells basic short vowel, long vowel,
r-controlled, and consonant blend patterns; uses a dictionary and other
resources to spell words; spells own first and last name)
5. Uses conventions of capitalization in written
compositions (e.g., first and last names, first word of a sentence)
6. Uses conventions of punctuation in written
compositions (e.g., uses periods after declarative sentences, uses questions
marks after interrogative sentences, uses commas in a series of words)