LESSON SIX: Cloudy With a Chance of Meatballs-Part 1

                             

LESSON DESCRIPTION

Students use context clues and base words, synonyms, and antonyms to identify meanings of words during reading.

 

GRADE-LEVEL EXPECTATIONS

R1C         Apply decoding strategies to independently problem solve unknown words when reading

R1E         Develop vocabulary through text using base words, synonyms and antonyms, context clues, and a glossary and dictionary

R1G         Develop and utilize comprehension strategies during reading

W3B       Complete an organizer to identify important information from text

 

LESSON MATERIALS

 

§         Source of Literature

o           Cloudy with a Chance of Meatballs by Judi Barrett (copies for class)

 

§         Supplies 

o        Paper for illustrations

o        Chart paper or overhead transparency to make a graphic organizer web of weather terms

o        Blue, pink, and yellow sticky notes for the class

o        Illustrations of various weather scenes

 

§         Handouts provided

o        Fact Sheet

 

§         Words to know

o        base words

o        context clues

o        decoding strategies

 

FORMATIVE ASSESSMENT 

Students share information from sticky notes activity. This assessment is ongoing through the use of the Fact Sheet for the next two days.

 

LEARNING ACTIVITIES

 

  1. In small groups, illustrate various weather scenes. Students describe the types of weather activities taking place. Students list terms a weather forecaster might use to describe the scene.

 

  1. In a whole group, complete a graphic organizer web of weather terms. Students explain why a clear description would be important as a weather forecaster.  

 

  1. The teacher reads aloud through page three of Cloudy with a Chance of Meatballs. While reading, stop and introduce words such as squeezed, realized, uneventfully, and other selected words to develop meaning through the identification of base words, synonyms, and antonyms.  

 

  1. Distribute the Fact Sheet. Students complete Item One.  

 

  1. Read aloud through page five to model the use of context clues to identify meanings of the words “incident” and “Chewandswallow.”

 

 

 

 

Questions

For

Students

What are some predictions we can make by looking at the cover and the first few pages? Why do you think that?

How could we determine the meanings of these words?

 

Idea  

The pages in the book Cloudy with a Chance of Meatballs are not numbered so the teacher may want to number the pages or place a paper clip on the back section of the story (pages 17 to the end).

 

6.     While reading to page 16, students use color-coded sticky notes. Divide students into three groups. One group uses blue sticky notes to identify words that are interesting to them, one group uses pink sticky notes to identify words they decode, and one group uses yellow sticky notes to identify words they do not understand or know. Students share information from their sticky notes.