Goldfish First Impressions

Overview

Students begin exploring Memoirs of a Goldfish by Devin Scillian through a read-aloud, visual noticing, and discussion. They will practise making predictions, identifying a character’s feelings and point of view, and responding to a multimodal text with evidence from words and illustrations.

Learning intentions

• I can make a prediction using clues from a book’s cover and illustrations.
• I can describe a character’s feelings, opinions, and experiences.
• I can ask and respond to questions about a story.
• I can use respectful language when sharing different ideas.

Success criteria

• I can name a clue that supports my prediction.
• I can describe how the goldfish feels and explain why.
• I can share an idea clearly and listen to another person.
• I can record a question or wonder about the story.

Curriculum links

• Responding personally to oral stories and multimodal text through questions, wonderings, and reflections.
• Expressing feelings and opinions using descriptive language and simple sentences.
• Asking and responding to questions about a specific topic or theme.
• Exploring language of harmony and respect, including kind, inclusive, and culturally sensitive communication.
• Social Studies: examining perspectives and developing informed, responsible participation in a classroom community.

Lesson structure (40 minutes)

1. 0–5 min · Welcome and learning intention. Teacher displays the learning intention and success criteria in the learning intention and success criteria slides, then introduces the book without reading the title aloud yet. Students silently study the cover, notice details, and complete the sentence, “I think this book might be about …”

2. 5–10 min · Notice and predict. Teacher models a prediction using evidence: “I notice the bowl is crowded, so I predict the fish may feel uncomfortable.” Students turn to a partner and share one prediction and one visible clue, using the Think-Pair-Share poster for the discussion routine.

3. 10–22 min · Interactive read-aloud. Teacher reads selected pages of Memoirs of a Goldfish, pausing at planned points in the read-aloud pause and question slides to ask, “How is the goldfish feeling?”, “What does the goldfish want?”, and “What might happen next?” Students give quiet signals for predictions, discuss with a partner, and revise their thinking as new information appears. Invite students to use the illustrations as well as the words for evidence.

4. 22–30 min · Character perspective. Teacher models how to distinguish an event from a feeling and records one example on the board: “The bowl becomes crowded” and “The goldfish feels frustrated.” Students complete the goldfish perspective response sheet, recording two events, the goldfish’s feelings or opinions, and evidence from the text or illustrations. Students who need support may draw first and label their ideas.

5. 30–36 min · Small-group discussion. Teacher places students in groups of four and displays the discussion prompts in the group discussion prompt slides. Students take turns answering one prompt: “What is the biggest problem so far?”, “Which illustration gives an important clue?”, or “What advice would you give the goldfish?” One student shares, one asks a follow-up question, one identifies evidence, and one encourages respectful turn-taking; rotate roles if time allows.

6. 36–40 min · Share and exit reflection. Teacher invites two or three groups to share different interpretations and revisits the success criteria in the closing reflection slides. Students complete the reflection prompts exit ticket slips with one new understanding and one question they still have about the story.

Resources

• Memoirs of a Goldfish by Devin Scillian
• the complete read-aloud and discussion deck
• the goldfish perspective response sheet
• the Think-Pair-Share poster
• the reflection prompts exit ticket slips
• Whiteboard or chart paper and markers
• Pencils, crayons, or coloured pencils
• Document camera or interactive display

Assessment

• Listen during partner talk for predictions supported by visible or textual clues; prompt students to add “because …” when needed.
• Check the worksheet for a clear event, a feeling or opinion, and a relevant detail from the text or illustrations.
• Review exit tickets to identify students who can explain character perspective and students who need further modelling of evidence-based responses.

Differentiation

• Provide sentence starters: “I predict … because I notice …”; “The goldfish feels … when …”; and “I agree/disagree because …”
• Offer dyslexia-friendly access through teacher read-aloud, repeated oral directions, large clear print, uncluttered worksheet design, optional text-to-speech, and the choice to dictate answers or draw and label.
• Pre-teach or explain words such as memoir, crowded, frustrated, opinion, and evidence with gestures or simple examples.
• Use heterogeneous groups, assigned discussion roles, extra processing time, and a quiet partner option for students who find whole-class speaking challenging.
• Extension: Students write a short diary entry from the goldfish’s point of view, including a feeling, an event, and a question. Advanced learners may explain how a different character might describe the same event differently.