EDU 542 Lesson Plan Format

Lesson Title (Size 16)

Cloudy with a Chance of Meatballs

Integrative Model page 346-379
Third Grade and Language Arts
Lesson plan@ 50 and Reflection @ 50
1. MATERIALS/PREPLANNING
Materials
Cloudy with a chance of meatballs book.
Remembering Hurricane Katrina Article
Large Easel Pad
Markers
Venn Diagram worksheet
Katrina Video
Cloudy with a Chance of meatballs the movie.
Vocabulary
Prediction
Drizzle
Abandon
Flood
Damage
Literature
Cloudy with a chance of meatballs
Article: Remembering Hurricane Katrina by Samuel Davis
2. OBJECTIVE
Students will be able to compare and contrast the weather conditions and the effects of a fictional city and a real city.
Strategic Thinking DOK level 3 and Skill concepts: DOK level 2
RL.3.2: Recount 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.
RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, sequence, and cause/effect.
RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.

3. ASSESSMENT Perfect Assessment Tool Rationale:

The assessment used will be an informal observation
during the whole group discussion. Teacher will also
test student knowledge by have them fill out a Venn
diagram.
The students will engage in class discussion with guided
question gave by the teacher. The teacher will be able to
asses their understanding of the concepts.
Having student repeat the knowledge that they have just
learned helps move the information from sensory
memory into long term memory. The discussion will
also help them hear different viewpoints of others. The
Venn diagram is extra practice and the teacher will be
able to see how well of a grasp the students has on the
concepts being taught

4. CENTRAL FOCUS/ PURPOSE (2 parts to include)

1. The students will be able to look at two bodies of work and see how the events that have taken place in each compare to
each other. They will also be able to take knowledge and generalize what was learned to other towns cities who suffered
from major natural disasters.
2. Comparing and contrasting is an important skills because it helps with thinking by paying attention to detail. Being able to
relate on story another gives a deeper meaning to the subject being taught and make remembering the information easier.

5. MOTIVATION FOR LEARNING

The motivation will be extrinsic for this assignment. At the end of the lesson the students will have a chance to see the

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 movie cloudy with a chance of meatballs and compare it to the story they heard.
This will support their motivation to learn by giving them something to look forward to at the end of the lesson. The more
they learn about the story the better they will be able compare it to the book.
This lesson would promote a growth mindset because it will take effort to explain the way each town was effected and
predicting different outcomes is things were dont differently. The effort that the students put into this assignment with help
them masters certain skills that are needed.

6. PRE-LESSON - Just before teaching the new lesson do the following:

The students will have a prior knowledge of comparing and contrasting, however they will be given a quick lesson on what
similarities and differences mean and how they can be located in a text.
By the end of the lesson you will be able to compare and contrast the weather conditions in the towns of New Orleans and
the fictional Chewandswallow. You will also look at the how the weather effected each town and the people.

6. LESSON BODY: Provide text page #_353-356__ for your lesson. Follow the exact steps provided in the text for
the lesson you are teaching. Clarity is the key.

Step 1: Design, compare, and search for patterns: Teacher will read through both the story and the article with the students.
The students will the search for patterns between the whether in the town of ChewandSwallow and New Orleans.
The students will complete a graphic organizer while finding these patterns.

Step 3: Explain similarities and differences: The class will have a whole group discussion to talk about their findings. The
teacher will mark answer on a large Venn Diagram for the class to see.

Step 4: Hypothesize, outcomes for different conditions: The class will discuss what would have happen in each story if things
have been different in each town. For example, what would have happened in the people in New Orleans would
have left sooner, or why do you think the weather in Chewandswallow took a turn for he worst.

Step 5 : Generalize to form broad relationships: The students will develop an understanding and begin to discuss other ways
the weather has effect society. They will be able to reflect on a time, if any, they were affected by the extreme
conditions of weather.

7. ASSIGNMENT
Teacher will explain to class the they will be reading about two different cities and will be discussion how they compare to
each other
Teacher will introduce the book and read it with the class
The class will then discuss the events in the book.
The teacher will then read the Article about hurricane Katrina and discuss the events.
The student will fill out a Venn diagram comparing the two cities and events
The similarities and differences will be discussed as a whole group activity.
The assignments will help the students because they will be able to distinguish between fiction and non-fiction and how the
situations are similar. They will also learn about real world events and how society and other can suffer from natural disaster.
Technology for this lesson will include showing clips of the effect of Hurricane Katrina as well as the movie, Cloudy with a
chance of meatballs. The students will also have the option to listen to and view the book via YouTube.

Reflective Thinking/Curriculum Evaluation @50 Points

Reflective Thinking/Curriculum Evaluation

Reflection is a very important part of each lesson. Please take the time to thoughtfully prepare your reflections. Follow
the format provided below and provide a professional quality reflective analysis of your work.

Relevance: Explain how this lesson demonstrates your competence with one of the Graduate SLOs below? Delete unused
SLOs.

SLO 2: Evaluate and conduct research to improve instructional practices and institutional cultures.
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 This lesson give the teacher to see how the students are able to navigate between two pieces of work while taking important
information to be able to compare them to each other. Comparing two pieces of work helps the teacher see if the student is
able to take what they have learned and apply it elsewhere.

Significance/competence: Using careful analysis and evaluative thought, address the points listed below. Add other
pertinent information that supports our competence by using this lesson model.
Explain how this lesson supports helping students reach levels of deeper learning.
This lesson helps students gain a deeper level of learning by having them look for pattern and themes in two different bodies
of writing. Using multiple writing to examine the same theme gives the student a perspective from different sources.
How does this model make learning stick in long-term memory?
Learning sticks in long term memory by repetition. Having the students repeat the topic by examining multiple bodies of
knowledge gives them the chance to put what they learn into practice.
Provide examples and rationale for appropriate use of this teaching model and where it is suitable throughout your
curriculum. Indicate/discuss strengths/weaknesses based on theology/theory.
Having the ability to compare two written works to understand their similarities and differences is an important skills because
it helps with critical thinking skills.
How will you support advanced/ELD/Special needs learners through using this model?
In order to meet the needs of all learners, small group instruction will be beneficial. Introducing the stories to the ELD and
special education before the whole group will help them gain a better understanding of the concept. Giving gifted learners
an extra article to look at would help deepen their understanding of the topic.
Provide links to the Common Core State Standards and explain how this lesson could support the CCSS.
RL.3.2: Recount 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. After reading the story the students will be able to establish fiction from non
fiction and understand how the two are similar and different
RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, sequence, and cause/effect. One of the articles is a true historical event that effected society.
The students will be able to pull information and analyze how the weather affected this city and how the weather in the fictional story
afected that town.
RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.
The students the will compare two cities and the effects of weather.

Link to Theory:

Explain the links between this lesson model and the supporting theory (i.e., behaviorism, info processing, social
learning or constructivist).
This lesson model links to the information processing theory. Having the students compare and contrast the story and article
will help them gain a deeper understanding of the content and help the memory stick in the long-term memory.
Link this lesson to one or more of the Big Ideas and provide a rationale.
Big idea 1 2 and 4 strongly link to this lesson due to the fact that the all suggest that the students have an active role in theie
learning. In order to learn, they have to participate through reflection and discussion. The students also get to explore
similar events and see how they relate to each other.
Describe technological resources you have found useful.
Useful tools include using a projector and movie clips. This helps in the class because it gives the students a chance to see
the content multiple ways.

Growth Mindset

How does this lesson help a student develop a stronger positive growth mindset? Provide specific examples. Include ideas on how
you might reward learning according to the Growth Mindset research.

This lesson promotes a positive mindset by letting the students know that effort is important to learn. The students must make the
effort to collect the information needed to compare the two pieces of writing. One they research the content, they will have a better
understanding and be a step closer to mastering this skill.

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Professional Actions/Areas for growth: What are your next professional steps in this area to keep moving forward as a
professional?

Discuss what went well and what changes you have made for improving learning.
I believe that comparing the book to the movie and the article spark an interest in the students. I believe that the question
can be a little more student center however. The questions as were teacher directed. It would be beneficial for he teacher to
ask one or two questions then have the students formulate their own questions of the content the was presented.
What have you learned about how learning happens?
Learning happens when the information is presented but in different forms. When students are presented content nad
information in different formats it helps move the new knowledge to the long term memory.
What more do you need to read or learn?
I need to do more research on the integrative model more and how it really effects learning. This model was a difficult
lesson for me to teach because I felt I didnt fully get a grasp on what the model entails.
How does this add to your credibility to supervise student teachers?
It is important for students teachers to know that every lesson they teach is not going to be perfect and they wont be a
master at every model. Just like he students have to have a growth mindset and except negative feedback and criticism,
teachers must do the same. Its ok to make mistakes in the classroom and use them as learning opportunities.