1. Title of Lesson
Content Area – Grade Level
Created by: Lacey Teague
TEKS:
§110.11. English Language Arts and Reading, Kindergarten, Beginning with
School Year 2009-2010.
(b) Knowledge and skills.
(8) Reading/Comprehension of Literary Text/Fiction. Students understand, make
inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding. Students are expected
to:
(B) Describe characters in a story and the reasons for their actions
Behavioral Objective:
The students will read “The Rainbow Fish.” The students will be informed they are
being evaluated. The object of the lesson is to detect and respond to the moods of the character.
This skill is working on the Intrapersonal Intelligence level to see how the students can relate to
the character.
Materials/Software/Hardware:
The Rainbow Fish puppet, Smart board
Lesson:
The teacher will sit down and ask the students what they think the story is about.
The teacher will introduce The Rainbow Fish puppet. The students will listen to the
Rainbow fish read the story. During the course of the story, the students will be asked
about what they see on each page. The students will be asked how the fish feels. How
can you tell he is feeling this way? An example is The Rainbow Fish at the beginning
says,
“You want me to give you one of special scales? Who do you think you are?” cried the
Rainbow Fish. “Get away from me!” You can tell by the look on his face in the picture
and by the way he says his lines. He is obviously irritated. They students would have to
say things like that. The students would be asked to demonstrate with their facial
expression how is the fish feeling. The teacher will put the puppet up and have the
students go back to their desks. The teacher will ask the students: Compare how the
fish felt at the beginning of the book to the end?The smart board will have a different
feeling on the board. The feelings are the different scales of the fish there is a blank fish
next to scales. The students will have to come up individually, and move the correct
feeling on the rainbow fish. This will check for understanding.
1 ETEC 424 01W 1st Sub Term ∎ Fall 2012 ∎ Texas A&M University-Commerce ∎ Last Updated on September 12th, 2012

2. Reflection:
The technology enhances the lesson by using a manipulative such as the
Smart Board. The students are going up to the board and showing how the fish was
feeling. They are interacting with the board. The students are more engaged in the
lesson when they can have hands on experience. They can see and touch the board.
The Multiple Intelligence that is used is Intrapersonal Intelligence. They can see
how the fish is feeling. They can relate to how the fish was feeling by relating from
experience. The fish was selfish at the beginning of the story. The child may have
related to it by having siblings. The child could have had a toy that was their own
and a sibling wanted it. The child has to learn to share as well. At the end of the
book, the fish learns that sharing his scales makes others happy. The child may
give up the toy because it makes their sibling happy. The level of Blooms was
Application and Analysis. The teacher asked them to demonstrate with their facial
expression how was the fish feeling. The teacher asked them to compare the fish’s
feelings from the beginning of the book to the end.
2 ETEC 424 01W 1st Sub Term ∎ Fall 2012 ∎ Texas A&M University-Commerce ∎ Last Updated on September 12th, 2012