Lesson Plan: One Fish, Two Fish, Red Fish, Blue Fish: Comparing and Contrasting Text to

Media

Grade: Second Grade
Individual Instruction, as well as partnering with a neighbor for five minutes.
Subject: Reading & Writing
Standards:
CCSS.ELA-LITERACY.RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song.
CCSS.ELA-LITERACY.RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by
different authors or from different cultures.

Learning Objectives
• Students will be able to identify rhyming words. Students will also be about to
perform comparisons of different types of media.

Materials Needed
• One Fish, Two Fish, Red Fish, Blue Fish Book By Dr. Seuss, Audio copy of the book,
worksheets for each student (15 copies have already been printed of each).
Procedures
• Introduction- 5 minutes
o Ask the students if any of them have read or listened to the book One Fish,
Two Fish, Red Fish, Blue Fish. (Have them raise their hands so they don’t
shout out their response)
o Explain to the students that they will be watching as well as listening to the
story again, BUT with an added challenge.
o Pass out the Rhyming Challenge worksheet and read the directions aloud to
the class.
• Instruction/Teacher Modeling – 25 minutes
o Read aloud One Fish, Two Fish, Red Fish, Blue Fish to the class and have them
write down as many rhyming words as they can on their worksheets.
o After reading the book, ask students to give their rhyming words that they
wrote down while the other students cross off the rhyming pairs if they have
them written on their paper. Continue until everyone’s rhyming words have
been crossed off.
• Guided Practice- 20 minutes
o Play the One Fish, Two Fish, Red Fish, and Blue Fish audio.
o Ask students to explain to the class the similarities and differences between
the book and the video.
o Pass out the Venn diagram printouts.
o Show the Venn diagram on the smart-board and help the students label it as:
“Book”, “Both”, and “Audio”
o Encourage the students to write examples given on the board into the
appropriate section of their Venn diagrams.
• Independent Work- 10 minutes
o Allow students time to continue to fill out the Venn diagram until they have
at least five items written in each section.
 o Allow five minutes of time for students to work with their neighbor to write
additional information on their Venn diagrams.
o Walk around and make sure that everyone is participating in the lesson.
• Assessment- 10 minutes
o Use the graded Rhyme Time worksheets and Venn diagrams as informal
assessment tools.
• Closing Lesson- 5 minutes
o Ask volunteers to share items they wrote on their Venn diagrams with the
whole class.
o Allow other students to add information to their own Venn diagrams.







































 Venn Diagram
Name: _____________________________ Date: ____________________________

Book Audio

Both

 HOW MANY RHYMING WORDS CAN YOU PAIR??
Directions: While you listen to One Fish, Two Fish, Red Fish, Blue Fish, write down as many rhyming
word pairs as you can!
Name: ______________________________________ Date:
______________________________________

_________________________________________________________
_________________________________________________________

_________________________________________________________
_________________________________________________________

_________________________________________________________
_________________________________________________________

_________________________________________________________
_________________________________________________________

_________________________________________________________
_________________________________________________________

_________________________________________________________
_________________________________________________________

_________________________________________________________
_________________________________________________________

_________________________________________________________
_________________________________________________________

_________________________________________________________
_________________________________________________________

_________________________________________________________
_________________________________________________________

_________________________________________________________
_________________________________________________________

_________________________________________________________
_________________________________________________________

_________________________________________________________
_________________________________________________________

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

_________________________________________________________
_________________________________________________________