Student Teaching Lesson Plan

#1
PSU Student: Ramey Mapp Grade Level: 3rd

Content Area: Reading Lesson Title: Cloudy with a

Chance of Meatballs

STANDARDS
STRAND: READING
BOX SUB HEADING: Develop and apply skills to the reading process
STANDARD: R1.A.b drawing conclusions and support with textual
evidence
R1.C.b text to world (text ideas regarding experiences in the
world)

STRAND: WRITING
BOX SUB HEADING: Compose well-developed writing texts for
audience and purpose.
STANDARD: W2.A.b state an opinion or establish a position and provide
reasons for the opinion/position

STRAND: LISTENTING & SPEAKING

BOX SUB HEADING: Speak effectively in collaborative discussions.
STANDARD: SL3.A.b responding appropriately to discussion in a variety
of settings, according to classroom expectations

STRAND: LANGUAGE
BOX SUB HEADING: Communicate using conventions of English
language.
STANDARD: L1.A.c use complete subject and complete predicate in a
sentence

OBJECTIVE AND EVALUATION OF OBJECTIVES

LESSON PERFORMANCE OBJECTIVE/EVALUATION
The students will summarize Cloudy With a Chance of Meatballs using at
least 4 details from the story.
The students will put sentences from the story into their own words using at
least 2 thinking stems.

MATERIALS:
Notebook paper
Cloudy With a Chance of Meatballs
Pencil
ANTICIPATORY SET:
Pull the students to the smartboard to talk about the book.
After summarizing we will talk about the authors P.I.E

TEACHER INSTRUCTION:
To start the lesson I will ask the students to summarize the story to me. I will
pick different children for each section. (1 for the beginning, 2 for the middle,
2 for the end) After we summarize the story we will talk about the authors
purpose. We will start the talk by reviewing the different purposes that the
author has, or the authors P.I.E I will pick 3 different students tell me what
each means P stands for persuade, I Inform, and E to entertain (which is
what our book is.) After we talk about each one I will choose a few different
students to tell me which one they think it is and also explain why. They must
give a few examples from the book. Once the class decides which purpose
our story is we will move on to talk about how we grow as readers. We grow
as readers by looking for what our characters say and do. This leads us to
our activity.
Next, we will get our notebook paper and title it Cloudy With a Chance of
Meatballs and break the paper into 3 sections. The first section is page #,
second is from the text, and third is my thinking. The smartboard will already
have the chart drawn with 3 different page numbers on it and 3 different
phrases from the text. As a class we will do the first one together. Before we
start we will go over our 3 thinking stems. The first one is I think, second is
I know this because and the third is this shows.
We will do the first box together. I will ask a few students what they think
then write a collection of their answers on the board.

APPLICATION/GUIDED PRACTICE/INDEPENDENT PRACTICE:

The students will finish the chart by themselves. As they work I will walk
around and monitor their writing. While walking around I will be looking for
thinking stems and how far they are digging into the story. I will also be
looking to see if they were thinking at surface level or digging deeper.

CLOSURE:
Once my students finish I will ask them how they grow as readers. They
should respond by staying what the characters do and say. Then I will tell the
students that when they read they should be wondering why the author
wrote the text.

DIFFERENTIATED INSTRUCTION:
For my higher students I will have them compete 2 more rows on their chart
on their own.