Beacon Lesson Plan Library

Fishing for Success

Shelia Ray


Through a literature-based lesson students identify strategies to assist those in need. Problem-solving is discussed. Oral language as well as written will be emphasized.


The student makes a plan before writing the first draft (for example, drawing pictures, using graphic organizers).


-Pfister, M. [Rainbow Fish to the Rescue] .New York/London: North-South Books. 1995
-Word Strips: conflict, rescue, compassion, courage.
-Fish pattern (9x13).
-Two pieces of light colored paper folded for flip book


1. Become familiar with the literature.
2. Prepare the four word strips (conflict, rescue, compassion, courage).
3. Prepare flip book with appropriate questions on each page.
4. Prepare fish pattern for each student.


1. Begin by introducing and discussing the vocabulary (word strips). Rescue means to help someone. Conflict means there is a problem. Compassion means to be concerned for others. Courage means to be brave and care about the rights and feelings of others. Tell the students you will read a story that contains some of these words and ideas.

2. Read [Rainbow Fish to the Rescue]. Ask students to describe the fish. Ask the following questions: What was the conflict? How did the plain fish feel? Have you ever felt this way? Who helped the plain fish and why? Rainbow fish showed great courage when he left his friends to help a lonely striped fish. Remind students that helping others shows their compassion.

3. Pass out a fish pattern to each student. Ask the child to draw a web on the back of the fish with the words helping others in the center. Model this on the board. Ask students to complete the web by stating 3 things they could do to help others.

4. End the lesson with a summation by having each student complete a flip book related to the web. Page 1-Who will I help? page 2 - How will I help? page 3 - How will I feel when helping this person? page 4 - Why is it important to help others?


The student's web will be assessed for appropriate brainstorming responses. These should include the central idea (helping others) with supporting details. Examples: include a new student at play time, open the door for someone, pick up an item that someone dropped, listen to others, etc.

The student-produced flip book shows that the student has generated ideas from the brainstorming activity and applied these ideas to writing. Students who cannot make this connection will need extra help and feedback from the teacher.
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