Teacher Academy

INTERNSHIP LESSON PLAN

Student Interns: Erin W., Jess N., & Lynn W. Date: 11/22/18
Cooperating Teacher: Mrs. Minch Coop. Initials: P.M.
Group Size: 19 Allotted Time: 1 Hour
Subject or Topic: “The Rainbow Fish”- Friendships Grade Level: Kindergarten

STANDARDS: (From New Jersey Student Learning Standards)

● NJSLSA.R2. Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
● RL.K.1. With prompting and support, ask and answer questions about key details in a text
(e.g., who, what, where, when, why, how).
● RL.K.4. Ask and answer questions about unknown words in a text.
● NJSLSA.W4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
● NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing their own
clearly and persuasively.
● SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
● L.K.1. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
● L.K.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
● A. Know number names and the count sequence.
● Whole numbers. The numbers 0, 1, 2, 3, ….
● Counting on. A strategy for finding the number of objects in a group without having to
count every member of the group. For example, if a stack of books is known to have 8
books and 3 more books are added to the top, it is not necessary to count the stack all
over again. One can find the total by counting on—pointing to the top book and saying
“eight,” following this with “nine, ten, eleven. There are eleven books now.”

I. Performance Objectives
Students will be able to color their own Rainbow Fish and write a sentence about how
they can be a good friend to practice creativity, fine motor skills, writing skills, and
reading comprehension skills.

II. Instructional Materials/Resources

1. Materials
A. 20 8.5 x 11 inch sheets of teal paper
B. 20 The Rainbow Fish writing worksheets
C. 20 The Rainbow Fish math templates with numbers on it
D. 20 The Rainbow Fish character traits worksheet
E. 20 glue sticks
F. 20 scissors
G. 20 packages of crayons
 H. 20 pencils
I. 20 seats (five seats per table)
J. 4 tables
K. “The Rainbow Fish” book by Marcus Pfister

2. Resources
A. “The Rainbow Fish” book by Marcus Pfister
Pfister, M. (1992). The Rainbow Fish. Author.

III. Essential Questions/Subject Matter/Content

A. How was Rainbow Fish a good friend? (sharing his shiny scales, not leaving his
friends behind)
B. How can you be a good friend? (sharing, saying kind words, being respectful,
helpful, and encouraging)
C. What does it mean to be a good friend? (sharing, being kind, being respectful,
playing nice, being fair, having fun)

IV. Procedures/Strategies/Methodology
A. Pre-Lesson
1. Teacher will set out 1 sheet of teal paper, 1 “The Rainbow Fish”
worksheet, 1 scissor, 1 glue stick, 1 package of crayons, and 1 pencil at
each student’s seat (19 students in total).
B. Introduction
1. Read “The Rainbow Fish” book by Marcus Pfister
a) Students will be able to understand and listen to the book. They
will be able to predict what happens next in the book.
(1) Steps
(a) Call students over to the carpet for storytime
(b) Let students settle down on to the carpet
(c) Explain what the book is about
(d) Read the story to children
(e) Pause and ask students what they think is going to
happen next
(f) Finish the book
(g) Ask the students what they thought about the book
(h) Ask the students “how was the Rainbow Fish a
good friend?”
(i) Let students answer
(j) Ask the students “how can you be a good friend?”
(k) Explain students what they are going to do next.
Tell the students that they are going to go back to
their desks and complete the worksheet
C. Development
1. The Rainbow Fish Writing Worksheet Activity
a. The students will be able to show their understanding of the book
by relating themselves to the Rainbow Fish. The students will be
able to fill out the worksheet on how they share and what sharing
makes them feel like.
1. Steps
a. Let students settle down into their seats
b. Explain to them that they need to fill out and
complete the sentences. The students need to
write what they can share and how sharing
makes them feel. Tell them to not color the
picture yet.
c. Ask the students to put their hands on their
heads when they are done so that the
teachers can come over and check their
sentences and write it out correctly so the
students can see their mistakes.
d. Explain to the students that once they have
written their sentences and it has been
checked by a teacher, they can color the
picture. Explain to them that they should
color some scales with crayons and then cut
out some teal scales from the teal paper and
glue it onto the other scales.
e. As the students are writing their sentences,
the teachers will walk around and check
their work. They will help the students
stretch their words if the students are having
trouble spelling.
f. After checking and correcting their
sentences, students will be able to color and
glue teal onto their fish.
g. Let students complete their work
h. Once the majority of students have
completed their fish, ask some students to
stand up and share their sentences and show
their fish to the class. Help them if they need
help saying their sentences.
i. Once some students have shared, tell the
students to put their papers in their writing
folders and to come back to their seats.
j. Let students do that
k. Explain the next activity once they have
settled down while handing out the next
sheet of paper to each student.
D. Closure
1. Math activity- The Rainbow Fish numbers worksheet
a. The students will be able to show their understanding of numbers
and colors by coloring in the correct number with the correct color
by following the key given to them.
1. Steps
a. Explain to students that they will color the
numbers with the corresponding color by
looking at the key. Explain that they need to
cut out and glue a teal scale in the spot
where the scale is empty.
b. Tell the students that when they are done to
put their hands on their heads and a teacher
will come around and check their work.
c. Tell them that once their work is checked,
they can put their work in their math folder
and come back to their seat and wait quietly
for the next set of directions.
d. Let the students complete their work. The
teachers will walk around and check to see
how they are doing or if they need any help.
 e. Wait until all the students are done to move
on to the next activity (the formative
evaluation).

E. Accommodations/Differentiation
1. Introduction Activity (Reading “The Rainbow Fish” Book
a) The child with the disability will be sat closer to the front where
the teacher will be reading the book. The teacher reading the book
 will keep an eye on the student to see if they are distracted or
looking lost. The teacher will make sure the student can properly
hear and see the book clearly. During and after the teacher is
reading the book, the teacher will ask the students questions and
see if the student with the disability could answer any.

2. Development Activity (The Rainbow Fish Writing Worksheet)

a) The child with the disability will be asked to tell one of the
teachers their sentence and then the teacher will help assist them in
writing the sentence. The teacher will help the student stretch each
word so that the student has an easier time in writing and spelling
out the word.

3. Closure Activity (The Rainbow Fish Math Worksheet)

a) The child with the disability will get the same sheet as the other
students but theirs will be slightly different because the teacher
will help guide the student in coloring the correct color in the
correct number. The teacher will do this by coloring a little circle
or line in with the correct color in each of the corresponding
number spots. If the student needs help, the teacher will assist
them.

4. Formative Evaluation (The Rainbow Fish Character Traits worksheet)

a) The child with the disability will get the same worksheet as the
other students. One of the teachers will assist them in completing
the worksheet correctly by asking questions to guide the students
in choosing the right word. The teacher will ask the students
questions about the book such as “was he mean or nice in the
beginning?” or “what did he do to other fish and how did it make
them feel?”

F. Assessment/Evaluation Plan
1. Formative or Summative
a) Formative- A worksheet on the character traits of The Rainbow
Fish
(1) The students will be able to show their understanding of
the Rainbow Fishes’ personality by cutting out and gluing 4
character traits into each of the 4 boxes to match the
qualities of the Rainbow Fish and what he was like in the
beginning of the story.
(a) Steps:
(i) Hand out the worksheet to each student
 (ii) Explain to them they they will be matching
4 of the Rainbow Fishes’ qualities that he
had at the beginning of the book by cutting
out the 4 words and gluing it into each of the
4 boxes.
(iii) Ask them to put their hands on their heads
when they are done and then a teacher will
come over and put a star if it is correct.
(iv) Tell them to put it in their writing folder
when they are done and have been checked
(v) The teachers will walk around while the
students are working on the worksheet. If
any student needs help or seems to be
struggling, we will guide them in the right
direction by asking them questions such as
“why did the other fish turn away from him
in the beginning?”, “what did he do that
made the fish upset?”, “how was he acting
in the beginning?” etc.
(vi) Close out the lesson by asking the students
“What does being a good friend mean?”.
(vii) Clean up
CORRECT ANSWERS: PROUD, ANGRY, RUDE, NASTY

b) Summative-Not applicable

V. Reflective Response
A. Report of Students’ Performance in Terms of States Objectives: Not applicable
until lesson is completed
B. Personal Reflection: Not applicable until lesson is completed