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Cloudy With a Chance of Meatballs

Grade One
Lesson # 1 March 15th
10:00-11:10
GENERAL OUTCOMES
Students will listen, speak, read, write, view and represent to explore thoughts,
ideas, feelings and experiences.
Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
Students will listen, speak, read, write, view and represent to manage ideas and
information.
Students will decorate items personally created.
SPECIFIC OUTCOMES
Share personal experiences that are clearly related to oral print and other media
texts
Talk with others about something recently learned
Tell what was liked or disliked about oral, print and other media texts
Tell, represent or write about experiences similar or related to those in oral, print
and other media texts
List related ideas and information on a topic, and make statements to accompany
picture
Details, patterns or textures can be added to two-dimensional work

HIDDEN CURRICULUM
Respecting others (listening and not putting down others creations)
Understanding that being unique is good
INSTRUCTIONAL INTELLIGENCES
Placemat (favorite foods)
Think, pair, share
MULTIPLE INTELLIGENCES/LEARNING STYLES
Auditory (listening to the teacher reading the book and other classmates
answering questions)
Visual (the pictures in the book and other classmates creations)
Tactile (drawing the pictures)
Interpersonal (working by themselves- drawing what they wish it would rain)
Intrapersonal (Sharing their creations with classmates and giving ideas- Think,
pair, share)
MATERIALS
Book: Cloudy with a Chance of
Meatballs by Judi Barrett
Worksheet
Art supplies (crayons, markers,
pencil crayons)
Clay for extension assignment
Poster board for placemat or big
sheet of paper

MANIPULATIVES

TEACHER ACTIVITIES
Anticipatory Set
Reading Cloudy With a Chance of
Meatballs
Ask questions about the book
-What types of healthy foods could it rain?
-Do you remember a food it rained in the
story?

STUDENT ACTIVITES
Students will sit and listen to the
story on the carpet
Students talk about what they liked,
answer teacher questions, evaluate
the book.
Develop understanding of topic and
questions asked

[15 min]
Practice/Development
After reading the book and asking
them questions, ask the students to
sit in their seats
Hand out the poster paper for their
placemat activity (will be prepared
and divided into four sections

Students will sit in their seats


Listen to teacher when explaining
the placemat activity
Write their favorite foods in their
placemat section
Tell their face partner what their

already)
Explain that each student is to write
all of their favorite foods in their
section- some students may need
assistance in understanding where
their section is
After each student has about two or
three foods written down, ask
students to share with their face
partner (if someone is missing,
allow a group of three) after
students have shared their own
favorite foods, ask the students,
Okay, now can you tell your
partner one food that you heard
them say?
Introduce the worksheet- hold up
work sheet and explain that they
must write the sentence before they
are allowed to draw
Give them an example sentence of
what you would like it to rain. I
wish it would rain skittles, because
they taste so good!
Explain that they must get their
sentence checked before they begin
drawing or coloring
Explain that they are allowed to use
crayons, pencil crayons or markers
***before handing worksheets out,
make sure to explain that everyone
will get to present their creations
when everyone is done.
Hand out the worksheets
Walking around- observing student
work
Help with spelling and creating
their sentences if they appear to
need it
About 10 minutes into drawing, ask
the students to Think, Pair, Share
with their elbow partner (group of
three is allowed if needed)
While walking around, ask the
students what they are creating and

own favorite foods are


Repeat one of their partners
favorite foods
Listen to teacher explain the
worksheet
Write their sentence
Go to teacher to check the sentence
Draw their picture
Color their picture with crayons,
pencil crayons or markers
Tell teacher what they are drawing
and why if they are asked
When it is time to present- listen to
others and stand up when it is their
turn to present
Hand in their creation and sit down
when they are done presenting their
creation

why
When students are done, remind
them that it is time to present, and
remind them to respect everyones
creation, and listen to what their
classmates have to say
Randomly ask students to stand up
at their spot, read their sentence to
their classmates, and show their
picture.
When students are done presenting,
ask students to hand in their
creations
[45 min]
Check for Understanding
Check for completion (sentence
structure)
Ask for thumbs up or down if they
understand
Ask students questions about their
work
-What are you creating?
-Why did you pick that food?

Closure/Reflection
Ask students questions about what
they learned
-Comment on how each member of the
class had a unique idea.
-These ideas are very important because
they help make up who we are.

Thumbs up or down to show their


understanding
Presenting finished work to the
class

Students clean up supplies


Students will comment on their
classmates ideas
Students will hand in worksheets
Line up to wash hands

[10 min]
MODIFICATIONS and EXTENSIONS
If a student is done earlier, then provide clay for them to sculpt what they wish it
would rain
Use the simplified worksheet for students in need of modifications
EVALUATION and ASSESSMENT
Rubric (attached)
Students will hand in their worksheet at the end of the lesson

NOTES AND REVISIONS


Discuss how being unique is a great thing and being yourself is important
RUBRIC
Listening to the
story
Group Work
Creativity
Sentence Structure
Clean-up

Worksheet #1

3
Kept hands to
themselves and sat
quietly
Took turns sharing
ideas and
participating
Creativity is
evident, colors are
used
Capital letters are
present when
necessary
Students helped to
clean up all supplies
and any mess

2
Quiet the majority
of the time, some
wiggling
Minimal group
interaction

1
Did not sit still,
continually
interrupted
Did not share ideas
with the group

Creativity is
Minimal effort, lack
apparent, some
of color
color
Parts of the sentence No sentence present
are missing
Needs reminding to
help clean up

Did not help to


clean up supplies

Modified Worksheet