Cloudy+With+A+Chance+of+Meatballs+Interactive+Read+Aloud

** Grade ** : 5
 * // Cloudy With A Chance of Meatballs: //**** Interactive Read Aloud **

** Time ** : 15 minutes

** Standards ** //(Common Core State Standards):// · RRecount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. · DDetermine the main idea of a text; recount the key details and explain how they support the main idea. ** Objective: ** Students will engage in discussion about the book by recalling important events in their correct sequence and by concluding how the settings of these events contribute to the central ideas of the story.

** Materials: ** //Cloudy With A Chance of Meatballs// By: Judi Barrett

** Lesson Sequence: **

** - Before Reading: **
 * “Before I read you this book, I want to tell you all a quick story that I thought you might like. If you notice any text-to-self connections in my story or the one I will read later, show me the text-to-self hand motion.”
 * Tell them a story about the craziest weather I have ever been in. The story should be very dramatic. It should model a summary, only mentioning the most important details.
 * Front cover of the book may not have an illustration on the front, but turn to the title page. Ask students to make predictions about the story based on the picture on that page. If they already know the story because of the movie, note that the movie is over an hour long, so ask them to predict differences between the book and movie?
 * “Precipitation: the water that falls to the earth in the form of rain, snow, sleet or hail.” Students should write this definition in their vocabulary notebook, and once they define it, tell them to listen for all the different types of precipitation in the story.


 * - During Reading:**
 * Begin to read the first page. “On this first page we are already introduced to a few characters. I will read this again and listen carefully to hear who the characters are. Also, you can use the illustrations to help you!” “We have Grandpa, Henry, Mom and I? Who is I? So what type of story is this? Personal narrative!”
 * “What is the setting of this story? What is the time and the place?” Re-read the first two sentences regarding the setting (if needed).
 * “Grandpa is telling a tall-tale. That is a story that is very exaggerated, and usually not completely true. An example would be if you went out fishing and caught a tiny little fish, but then came back and told people that you caught a huge whale!”
 * On the sixth page the town of Chewandswallow is introduced. “Okay, now we are introduced to a new setting. Where are we in the story? What can you infer about the town by the illustrations?
 * After completely reading the 11th page, “How do the townspeople of Chewandswallow feel about this weather? Turn and talk to discuss how you would feel about food raining from the sky!”
 * I notice that there is no ceiling on this building! I guess they don’t need one, because the food just precipitates from the sky!
 * Page 17, “This seems like a problem to me! Let’s keep reading to see what will happen next.”
 * Page 21, think aloud, “At first this weather seemed positive. However, I think that it is quickly turning negative.”
 * Page 23, “What decision have the townspeople made? Why do they need to do that? The townspeople were feeling happy about the food precipitation before. Tell your neighbor how they may be feeling now.”

· ** After Reading: **
 * Turn and talk to your partner about the most important events of the story
 * Then, ask yourselves, Where did those events occur? Did every part of the story happen in the same setting?

** Assessment: **

 * “Let’s recall the different settings throughout the story, and how they added to the plot of the storyline.” Discuss how the setting changes from the real-life home then to the town of Chewandswallow.
 * Students should also notice how the illustrations change from black and white to color depending on which setting they are in. Incorporate sequence by asking, “Where does this story begin? Where do they go next?” Remember: setting includes both time and place.

** Closure: **
 * “Before reading, we predicted that there may be differences between the book and the movie. Whose predictions were confirmed or denied?” What other observations did you stop and jot in your notebooks?”