Integrated Thematic Unit

Teacher Candidates Name(s): Elizabeth Hernandez, Emma Ritter, Crystal Soto

Units Theme: Cloudy With a Chance of Meatballs

Target Grade Level

2nd Grade
Unit Summary and Goals:
Theatre, the goal is for students to use their artistic skills, and dramatic play.
Math, the goal is for students to interpret the different types of graphs through data analysis.
Health, the goal is for the students to distinguish healthy foods and unhealthy foods.
English Language Arts and Reading, the goal is for students to make inferences, and
predictions based on context clues.
Science, the goal is for students to understand and explain the water cycle while creating their
own.
Unit Focus Questions/Essential Questions:

List the time of the days people eat?

Identify the different foods that fell from the sky.
How did people predict the weather?
What do you think data analysis means?
What are different ways we can represent data?
How can data analysis help you compare and contrast data?
How can data analysis help us in our daily lives?
What does it mean to eat healthy?
What does it mean to eat unhealthy?
What can you infer from the book? (During Picture Walk)
Predict what will happen at the end of the story?
What did the town Chewandswallow do to resolve their problem?
How do you think we get rain?
Where does the water in the clouds come from?
Where does the water go after it has rained?
What do you think evaporation means? Precipitation? Condensation?

Objectives:

The students is expected to express ideas and feelings in personal artworks using a
variety of lines, shapes, colors, textures, forms, and space.

 The student is expected to role play in real life imaginative situations through narrative
cards. that the students create, and then will use dramatic play for story dramatization
as they act out skits.
Students will be able to explain the different parts of bar graphs, line plots, line graphs,
tally charts, and pictographs.
Students will be able to collect and arrange data using pictographs, tally charts, bar
graphs, line graphs, and line plots.
Students will be able translate and make predictions from information in a graph.
Students will be able to comprehend the meaning of spending using fast food items
ads.
Students will be able to interpret the differences between eating healthy and unhealthy.
Students will be able to create their own predictions about the story.
Students will be able to monitor their comprehension of the story.
Students will be able to apply the use of adjectives in their writing and speaking.
Students will be able to recognize and understand the key vocabulary terms.
Students will be able to illustrate the process of the water cycle.
Students will be able to create and explain the main parts of the water cycle.
Content Area Standards TEKS:
Primary Content Area: Mathematics
TEKS:
Mathematics
2.10A Explain that the length of a bar in a bar
graph or the number of pictures in a
pictograph represents the number of data
points for a given category.
2.10B Organize a collection of data with up to
four categories using pictographs and bar
graphs with intervals of one or more.
2.10C Write and solve one-step word
problems involving addition or subtraction
using data represented within pictographs and
bar graphs with intervals of one.
2.10D Draw conclusions and make
predictions from information in a graph.
Personal Financial Literacy
2.11B Explain that saving is an alternative to
spending.
Technology
2.1C Use virtual environments to explore
systems and issues.

Integrated Content Areas: Please list four

1. Theater
TEKS: 2.2A Express ideas and feelings in
personal artworks using a variety of lines,
shapes, colors, textures, forms, and space.
2.2B Role play in real life and imaginative
situations through narrative pantomime,
dramatic play, and story dramatization.
2. Health
TEKS: 2.1D Identify healthy and unhealthy
food choices such as a healthy breakfast and
snacks and fast food choices.
3. English Language Arts and Reading
TEKS: 2.3A Use ideas (e.g., illustrations,
titles, topic sentences, key words, and
foreshadowing) to make and confirm
predictions;
2.3C Establish purpose for reading selected
texts and monitor comprehension, making
corrections and adjustments when that
understanding breaks down (e.g., identifying
clues, using background knowledge,
generating questions, re-reading a portion
aloud).
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2.21A Understand and use the following parts

of speech in context of reading, writing, and
speaking:
(iii) adjective (e.g., descriptive: old,
wonderful; articles: a, an, the).
4. Science
TEKS: 2.8C Explore the processes in the
water cycle, including evaporation,
condensation, and precipitation, as connected
to weather conditions.
Key Vocabulary:
Lines, Shapes, Colors, Textures, Forms, Space, Role Play, Imaginative Situations, Dramatic
Play,Data Analysis, Line Graph, Line Plot, Tally Chart, Pictograph, Bar Graph, Addition,
x-axis, Subtraction, y-axis, Savings, Spending, Earnings, Food Pyramid, Fats, Fruits, Sweets,
Vegetables, Oils, Meat, Dairy, Beans, Grains, Nuts, Incident, Surrounding, Adjective,
Antonym, Synonym, Syllables, Evaporation, Condensation, Precipitation, Collection
Technology Used:
Projector, Computer, Internet, and Brain Pop Jr.

Assessment:
The students knowledge, skills, and concepts from each targeted TEKS will be assessed
throughout the thematic unit by informal, formal, writing, presentations, performances, and
story.
Instructional Strategies:
The effective instructional strategies to reach all students will be mixture of collaborative
learning, constructivist, problem-solving, seeking multiple solutions, and action-based
learning.
Instructional Materials/Resources:
Textbooks/Kits/Instructional Guides:
Print Materials (books, articles):
Cloudy With a Chance of Meatballs by Judi Barrett
Multimedia:
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Websites:
https://www.pinterest.com/pin/133489576425409758/
http://healthvermont.gov/prevent/diabetes/food_pyramid.aspx
http://hubpages.com/education/plate-coloring-page
http://hubpages.com/education/plate-coloring-page
https://jr.brainpop.com/health/food/eatingright/
http://www.slideshare.net/Vararat120/read-the-story-cloudy-with-a-chance-of-meatballs
https://www.teacherspayteachers.com/Product/Cloudy-With-a-Chance-of-Meatballs-Compreh
ension-Vocabulary-Word-Work-584696
https://www.lakeshorelearning.com/media/images/free_resources/teachers_corner/lesson_plan
s/1_2/lessonWaterCycleFull.pdf
https://www.teacherspayteachers.com/Product/Water-Cycle-Booklet-1805051
http://www.online-stopwatch.com/rocket-timer/full-screen/
http://www.teach-nology.com/worksheets/graphic/graporg11.pdf
http://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/15/m3_1
5_00_x.swf
Grade Level: 2nd grade
Lesson Plan Title: Cloudy With a Chance of Meatballs
Theater Concept / Topic to Teach: Creative Expression /Performance
TEKS Standards:
2.2(A) express ideas and feelings in personal artworks using a variety of lines, shapes, colors,
textures, forms, and space;
2.2(B) role play in real life and imaginative situations through narrative pantomime, dramatic
play, and story dramatization;
Learning Objectives:
The students is expected to express ideas and feelings in personal artworks using a
variety of lines, shapes, colors, textures, forms, and space.
The student is expected to role play in real life imaginative situations through narrative
cards. that the students create, and then will use dramatic play for story dramatization as
they act out skits.
Essential Question:
List the time of the days people eat?
Identify the different foods that fell from the sky.
How did people predict the weather?
Prerequisite Knowledge/Skills:
Students need to have the basic knowledge and skills to express their ideas and feeling in
personal artworks. They also need to know how to role play for dramatic play.
4

Theater Vocabulary:
Lines, Shapes, Colors, Textures, Forms, Space, Role Play, Imaginative Situations,Dramatic Play
Instructional Materials:
Brown Bag: brown bag, hamburger toy, pancake toy, raw noodles, spheres, and a slice of toy
bread.
Brown Bag: scenario strips
Narrative Cards: 6 poster boards, color, pencils, markers, scissors, and glue.
Resources:
Cloudy With a Chance of Meatballs by Judi Barrett
http://www.slideshare.net/Vararat120/read-the-story-cloudy-with-a-chance-of-meatballs
Cloudy With a chance of Meatballs Mini- Literacy Unit
https://www.pinterest.com/pin/133489576425409758/
Grouping:
The students will be in a whole group while the teacher presents the brown bag to the students.
The students will be in small groups while they each create a narrative card.
The students will be a whole group while they dramatize each card.
Instructional Procedures:
Introduction/Hook/Anticipatory Set:
Before reading the book the teacher will use a brown bag with objects The students will have to
reach in the the brown bag and make observations about the object. The students will describes
the objects lines, shapes, colors, textures, and forms. There will also be another brown bag that
has strips of scenarios for the students to role play imaginative situations. The purpose of the
brown bag is for students to get familiarized with objects lines, shapes, colors, textures, forms,
and role playing through imaginative situations.
Body of Lesson:
Day 1:
Activity #1
The teacher will present the brown bag that has food toy objects to students.
The students will have to reach in the the brown bag and make observations about the object.
The teacher will facilitate the students while the students describe the objects lines, shapes,
colors, textures, and forms.
Activity #2
The next activity is brown bag that has strips of scenarios for the students to role play
imaginative situations. For example, there is a big gust of wind would be a scenario and the
students would have to role play the sentence strips. The other students would figure out the
scenario while 4-5 students act out the sentence strip.
Activity #3
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The teacher will then have a picture walk with the students to get the students familiarized with
the books pictures , and vocabulary. The teacher could ask questions about the lines, shapes,
colors, textures, forms, and space in the picture.
Day 2
Activity #1
Students will go into their small groups and each group will be assigned a scenario from the
story. The students will use their imagination and artistic skills to draw on a poster board where
everyone will collaborate and draw lines, and shapes. The students will use markers to represent
colors, and manipulatives will be added for textures. The students could use cotton balls, dry
noodles, or even mud. This will create form to the picture.
Day 3
Activity #1
As a whole group the students will participate as each group role plays imaginative situations
through dramatic Play. One group will present their scenario and act it out. While the other
groups participates to figure out the scenario they drew.
Conclusion (Closure):
As a whole group we will review all of the scenarios , and the pictures that were drawn. The
teacher will ask the students questions based on the poster boards by implementing the
vocabulary. Are there any lines in the picture? What shapes do we see? How does the color make
you feel? How do the manipulatives texture feel(soft, hard, sticky)? What forms do we see in the
picture? Is there any space in the picture? What helped you guys think of how you were going to
role play your scenario. The questions will be asked as a recap of the lesson and to check for
students understanding.
Assessment:
The first assessment questions will be asking the essential question.List the time of the days
people eat? During the reading the teacher will ask another essential question. Identify the
different foods that fell from the sky. After reading the teacher will ask the students another
essential question. How did people predict the weather? At the end of the lesson the teacher will
review the scenarios and picture that were drawn by assessing the students background
knowledge. The teacher will ask the students questions based on the poster boards by
implementing the vocabulary. Are there any lines in the picture? What shapes do we see?
Possible Connections to Another Theater Concepts and/or Other Subjects Areas:
The lesson can be related to mathematics by Number of Operations, Probability, and Data
Analysis. The lesson also connects to English Language Arts because the book includes reading
the book, and scenarios.
Grade Level: 2nd Grade
Lesson Plan Title: Cloudy With a Chance of Meatballs
Math Concept / Topic to Teach: Data Analysis
TEKS Standards:
6

Mathematics
(10) Data analysis. The student applies mathematical process standards to organize data to make
it useful for interpreting information and solving problems. The student is expected to:
(A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph
represents the number of data points for a given category;
(B) organize a collection of data with up to four categories using pictographs and bar graphs
with intervals of one or more;
(C) write and solve one-step word problems involving addition or subtraction using data
represented within pictographs and bar graphs with intervals of one; and
(D) draw conclusions and make predictions from information in a graph.
Personal Financial Literacy
(11) Personal financial literacy. The student applies mathematical process standards to manage
one's financial resources effectively for lifetime financial security. The student is expected to:
(B) explain that saving is an alternative to spending.
Technology
(1) Creativity and innovation. The student uses creative thinking and innovative processes to
construct knowledge and develop digital products. The student is expected to:
(C) use virtual environments to explore systems and issues.
Learning Objectives:
Students will be able to explain the different parts of bar graphs, line plots, line graphs,
tally charts, and pictographs.
Students will be able to collect and arrange data using pictographs, tally charts, bar
graphs, line graphs, and line plots.
Students will be able translate and make predictions from information in a graph.
Students will be able to comprehend the meaning of spending using fast food items ads.
Essential Question:

What do you think data analysis means?

What are different ways we can represent data?
How can data analysis help you compare and contrast data?
How can data analysis help us in our daily lives?

Prerequisite Knowledge/Skills:
Students need to have the basic knowledge and skills of making graphs. Addition and subtraction
skills are also needed, as well as how to comprehend information.
Math Vocabulary:
Data Analysis

Line Graph

Line Plot

Tally Chart

Pictograph

Bar Graph
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Addition

x-axis

Subtraction

y-axis

Savings

Spending

Earnings
Instructional Materials:
Chart paper
Syrup flavored packages
Index cards
Syrup Graph worksheet
Pencil

Markers
Cloudy Restaurant menu
Dice
Line graph paper

Resources:
Data Bank Research Company
http://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/15/m3_15
_00_x.swf
Grouping:
The activities consist of whole group and individual learning. Activity 1, consist of a whole
group discussion on Whats your favorite food from the story Cloudy with a Chance of
Meatballs? and creating a bar graph based on the students favorite food item. Activity 2 consist
of individual learning by constructing a line graph based on their spending or saving on
restaurant food items from the Cloudy Restaurant menu. The favorite syrup activity consist of
whole group and individual learning. The whole group is modeled by the teacher and the
individual learning is the students plotting their data into the three graphs: tally chart, bar graph,
and line plot.
Instructional Procedures:
Introduction/Hook/Anticipatory Set:
The teacher after finishing reading the book Cloudy with a Chance of Meatballs will ask the
students, What was your favorite type of food from the story Cloudy with a Chance of
Meatballs? The students will then think about the different types of food items the story
displayed. The teacher will ask the students to name some of the food items in the story:
hamburgers, pancakes, mashed potatoes, peanut butter and jelly sandwiches, and spaghetti and
meatballs.
Body of Lesson:
Activity #1: Favorite Type of Food
The teacher will start day 1 by asking the students the hook question, What was
your favorite type of food from the story Cloudy with a Chance of Meatballs?
The teacher will allow the students to decide what is their favorite food item from
the story.

 Before, the teacher asks the students what their favorite food item from the story
is, the teacher will ask the students to make predictions on what food item will be
prefered the most and the least on the bar graph.
As the teacher is constructing the bar graph on chart paper, the teacher will have a
discussion on the meaning of a bar graph and cover key points that make a bar
graph: x-axis, y-axis, title, and labels.
The teacher will create a bar graph using chart paper containing: hamburgers,
pancakes, mashed potatoes, peanut butter and jelly sandwiches, and spaghetti and
meatballs.
The teacher will ask the students, Whose favorite food is hamburgers? and the
teacher will count how many students raised their hand for that food item and
color in the number of students that their favorite food item is hamburgers.
The teacher will go on asking the students on the remaining food items and color
in the number of students on their favorite food.
Once the bar graph is complete the students will get to see if their predictions
were correct and get to see the analysis constructed by their peers.

Activity #2: Cloudy Restaurant

First, the teacher will place the materials on the table and pass out the materials
(graph paper, index card, Cloudy Restaurant Menu, dice, pencil and 4 markers
representing: rolled, earned, saved, and spent).
Second, the teacher will be introducing the subtopic and instructions, and then
model step by step.
Third, after the teacher has modeled the activity, the teacher will ask the students
if there are any questions.
Fourth, the student will then begin their activity by rolling the dice to determine
their earnings of play money for day 1. The student will mark on the graph the
amount of play money earned. Then, the student will then write the amount
earned for day 1 on the index card and with one marker they will write next to the
number of earnings (Rolled) to keep track of their cloudy restaurant menu.
Fifth, the student will then roll for Day 2, and will first look at the treasure cloudy
restaurant menu to see if there is anything they want to spend or save for. On Day
2, the student either chooses to spend or save. On your index card, if you choose
to spend play money from the cloudy restaurant menu, then, subtract that amount
of play money you earned, from the amount you're willing to spend and write next
to the number you spent with a different color marker (Spent) and calculate your
total for that day and mark on the line graph. If you're willing to save, then the
amount of play money saved stays the same and write next to the number you
saved with a different color marker (Saved) and thats your total for that day and
mark on the line graph.
Sixth, the student will roll for Day 3, to see how many play money you earned.
On Day 3 of your index card, add the total amount to what you have on Day 2 and
add with the amount earned for Day 3 and write next to the number you earned
with a different color marker (Earned) and calculate your total for that day and
mark on the line graph.
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The pattern continues for the remaining days.

Day 4, repeat Day 2 but mark on Day 4;
Day 5, repeat Day 3 but mark on Day 5;
Day 6, repeat Day 4 but mark on Day 6;
Day 7, repeat Day 3 but mark on Day 7;
Day 8, repeat Day 4 but mark on Day 8;
Day 9, repeat Day 3 but mark on Day 9,
Day 10, repeat Day 4 but mark on Day 10.
After the student has finished all 10 days, choose a different color marker and
mark on your graph how many play money you would have after each day if you
did not spend any play money.

Activity #3: Favorite Syrups Tally Chart, Bar Graph and Line Plot
The teacher will start day 2 by modeling the activity for the students.
The first step is for the students to record the data on the tally chart of the syrup
packages that each student gets in a bag.
The students will write the flavor of the syrup packages on the tally chart and
how many of each package there is.Then the students will use the same
information and translate it to the bar graph.
The students will write the labels in the bar graph as well as the data recorded by
the tally chart.
The teacher will then have students record the information on a line plot.The last
part of the worksheet is for the students to answer questions based on the data
they have collected.
Activity #4: Data Bank Research Company
The teacher will end day 4 by having the computers already logged in with an
internet browser open to the correct webpage.
Students will start playing the game from the beginning.
In the case of a computer not working properly then laminated notecards
are available next to each computer with the printed web address.
Conclusion (Closure):
Whats your favorite food? Then we will interpret the data by analyzing the information
displayed on the bar graph. We will then discuss and ask students questions about the different
graphs such as line plots, bar graph, tally charts, and pictographs. In order for the students to
understand data analysis in the real world we will give examples of how we use data analysis
such as: . And then we will ask for participants to state how they will use data analysis. In
addition, to that the following questions will be asked, How can data analysis help you compare
and contrast data? and How can data analysis help us in our daily lives?
Assessment:
The first assessment we are using is the diagnostic assessment during the introduction using the
first and second essential questions.What do you think data analysis means?What are different
10

ways we can represent data? During the lesson while students are at different activities/stations
the teacher will walk around and ask the students questions to check for understanding. At the
end of the lesson the teacher will refer back to the KWL chart as well as the Whats Your
Favorite Food? graph and have students reflect on what theyve learned.
Possible Connections to Another Math Concepts and/or Other Subjects Areas:
The lesson can be related to the number and operations concept as well as problem solving. This
is because we are asking students to perform addition and subtraction when analyzing the graphs.
Social Students is a subject area in which this lesson can be connected with. The Cloudy
Restaurant activity goes along with Economics. Exploring Graphs connects with Language
Arts since the students need to write proper sentences for their word problems. Favorite Syrup
connects also with Language Arts since reading is an essential skill required to interpret the data.
Lastly, graphs closely relate with Social Studies overall. Graphs are used to show many types of
data in which students need to be able to analyze and interpret the data.
Grade Level: 2nd Grade
Lesson Plan Title: Choose Your Plate
Health Concept / Topic to Teach: Healthy Foods vs. Unhealthy Foods
TEKS Standards:
Health
(1) Health behaviors. The student understands that personal health decisions and behaviors affect
health throughout the lifespan. The student is expected to:
(D) identify healthy and unhealthy food choices such as a healthy breakfast and snacks and fast
food choices.
Learning Objectives:
Students will be able to interpret the differences between eating healthy and unhealthy.
Essential Question:
What does it mean to eat healthy?
What does it mean to eat unhealthy?
Prerequisite Knowledge/Skills:
Students should be familiar with:
Food pyramid
Fast food
Healthy food choices
Unhealthy food choices
What is the difference between eating healthy and unhealthy?
Health Vocabulary:
Food Pyramid
Fruits

Fats
Sweets
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Vegetables
Meat
Beans
Nuts
Instructional Materials:
Mypyramid model
Colors
Grocery Ads
Glue

Oils
Dairy
Grains

Blank Mypyramid handout

Choose my plate handout
Scissors
Pencil

Resources:
Mypyramid model
http://healthvermont.gov/prevent/diabetes/food_pyramid.aspx
Mypyramid blank handout
http://hubpages.com/education/plate-coloring-page
Choose my plate
http://hubpages.com/education/plate-coloring-page
BrainPOP Jr video: Eating Right
https://jr.brainpop.com/health/food/eatingright/
Grouping:
The activity will be for whole class and individual. The whole class activity will consist of
watching the BrainPOP Jr. video on Eating Right and also the mypyramid activity. The
individual activity will consist of the choose my plate activity.
Instructional Procedures:
Introduction/Hook/Anticipatory Set:
The teacher will start by asking students to write on a piece of paper their three favorite snacks.
After giving the students a few minutes to write down their answers, the teacher will then call up
each student to write on the board their number one favorite snack. Once everyone has written
their favorite snack on the board the class will go through the list and decide and/or determine
which ones are healthy snacks or unhealthy.
Body of Lesson:
Activity #1
The teacher will start off day 1 with a KWL chart for each student.
The teacher will ask the students the essential questions: What does it mean to eat
healthy? What does it mean to eat unhealthy?
After asking the essential questions, the students will fill out the K (What you
know) and W (What you want to know) of the chart.
12

 Then the teacher will show the students a BrainPOP Jr. video on Eating Right.
After watching the video the students will fill out the L (What you learned)
section of the chart.
Activity #2
The teacher will start off day 2 with a mypyramid discussion. The my pyramid is
a food pyramid model that the teacher will be displaying to the class.
The teacher will have the students sit at the carpet and listen to the discussion
about the Mypyramid.
The discussion will consist of talking about the different food groups on the
Mypyramid and also asking students about examples of other food items they can
incorporate in that specific group.
After the discussion is over, the students will go back to their desk and fill in the
blank Mypyramid handout.
The Mypyramid handout will consist of drawing and coloring items the student
thinks it belongs in.

Activity #3
The teacher will start off day 3 with a choose my plate handout.
The student will get to choose either breakfast, lunch, dinner, or snack to create
their own healthy plate using grocery ads.
The student will each get a my plate handout and three grocery ads.
The student will cut and paste the grocery ads on to the choose my plate handout.
The student will learn how to choose healthy meals after this activity.

Conclusion (Closure):
The teacher will conclude the lesson with the my plate activity. This activity will give the
students the opportunity to create their own healthy meals and also demonstrate to the teacher if
the lesson on healthy and unhealthy food was understood. As a class we will review the
important concepts of eating healthy and unhealthy by using the my plate handout with the
different food groups on it as a guide. The students can take in the knowledge of healthy and
unhealthy food choices with them when choosing what to eat at home, at lunch, and even when
going out to eat with their family.
Assessment:
A form of diagnostic assessment before the lesson will be, to have the students answer the hook
question verbally than to have them write them out on the board. This will meet the needs of the
students in the class.
An informal assessment during the lesson can be, after watching the BrainPOP Jr. video, the
students can take either the easy or hard quiz on the video on a sheet of paper. This will allow the
teacher to see if the students are understanding the topic of eating healthy and unhealthy by
watching a familiar and fun video that will grasp their attention.
A formal assessment can be the choose your plate activity. This will allow students to get
creative and also showcase their understanding of eating healthy and unhealthy food choices.
13

I will provide feedback to the students by walking around the room and allowing students to get
creative in making both activities (mypyramid and choose your plate) ,but at the same time
answering any confusions about the topic itself and the activities.
Possible Connections to Another Health Concepts and/or Other Subjects Areas:
This lesson can have a connection to math measurements. For the mypyramid activity, we can
extend the activity by including the food groups and the number of servings one person needs to
have to have a healthy meal.
This lesson can have a connection to Art. As the students created their healthy items on the
mypyramid handout. The student is displaying their artistic skills in healthy everyday food items.
Grade Level: 2nd Grade
Lesson Plan Title: Cloudy With a Chance of Meatballs
ELAR Concept / Topic to Teach: Prediction and Comprehension
TEKS Standards:
(3) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on
useful strategies as needed. Students are expected to:
(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make
and confirm predictions;
(C) establish purpose for reading selected texts and monitor comprehension, making corrections
and adjustments when that understanding breaks down (e.g., identifying clues, using background
knowledge, generating questions, re-reading a portion aloud).
(21) Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students continue to apply earlier
standards with greater complexity. Students are expected to:
(A) Understand and use the following parts of speech in context of reading, writing, and
speaking:
(iii) adjective (e.g., descriptive: old, wonderful; articles: a, an, the).
Learning Objectives:
Students will be able to create their own predictions about the story.
Students will be able to monitor their comprehension of the story.
Students will be able to apply the use of adjectives in their writing and speaking.
Essential Question:
What can you infer from the book? (During Picture Walk)
Predict what will happen at the end of the story?
What did the town Chewandswallow do to resolve their problem?
Prerequisite Knowledge/Skills:
Students need to have an understanding of how to make predictions. Along with being able to
make predictions, students need to have an understanding of the words adjective, antonym,
synonym, and syllable(s).
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ELAR Vocabulary:
Incident
Adjective
Synonym

Surrounding
Antonym
Syllable(s)

Instructional Materials:
Pencils
Comprehension Packet
Projector
Computer
Cloudy With a Chance of Meatballs by Judi Barrett PDF
Cloudy With a Chance of Meatballs by Judi Barrett class set
Resources:
Cloudy With a Chance of Meatballs by Judi Barrett
http://www.slideshare.net/Vararat120/read-the-story-cloudy-with-a-chance-of-meatballs
Cloudy With a Chance of Meatballs Worksheet
https://www.teacherspayteachers.com/Product/Cloudy-With-a-Chance-of-Meatballs-Comprehen
sion-Vocabulary-Word-Work-584696
Grouping:
The entire activity will be done as a whole-class with students sitting in their assigned seats.
Instructional Procedures:
Introduction/Hook/Anticipatory Set:
The lesson will begin with the teacher introducing the book Cloudy With a Chance of Meatballs
by Judi Barrett to the class. To introduce the book the teacher will take the students through a
picture walk starting at the beginning of the book with the cover. The teacher will ask the
students to look at the pictures and say what they see and think is going to happen based off of
the pictures. The class will go through the book using the slide show and will go through all
thirty-two pages (includes the cover).
Body of Lesson:
Once the anticipatory set is finished the teacher will hand out a Comprehension Packet to every
student and begin with Activity #1. Activities will last about 20-30 minutes (no more than 30
minutes) long depending on how long students need to write their answers.
Activity #1: Comprehension Packet Page 3.
Step 1: The teacher will pass out a Comprehension Packet to each student and
instruct them to turn to page 3.
Step 2: The teacher will read aloud the first question/statement. The teacher will
give the students a few minutes to write down an answer.
Make a prediction. What do you think this story will be about?
Step 3: The teacher will then read aloud Set a purpose for reading. The teacher
will give students a few minutes to write their response.
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 While students are writing their responses, the teacher will start getting the
projector and computer ready for Activity #2.
Activity #2: Cloudy With a Chance of Meatballs by Judi Barrett
Step 1: The teacher will read aloud Cloudy With a Chance of Meatballs to the
students.
After every two pages, the teacher will ask the students questions such as
the following:
Who are the main characters?
Where does the book take place?
When did food fall from the sky?
What foods fell from the sky?
Why did the people of Chewandswallow abandon the town?
What did the people use to make boats.
Step 2: The teacher will have the students pull back out their Comprehension
Packet and wait for further instructions.
Activity #3: Comprehension Packet Pages 4-5
Step 1: The teacher will have students open their Comprehension Packets to page
4.
Step 2: The teacher will instruct students to answer the Comprehension Questions
1-5.
Step 3: The teacher will read aloud each question for students and wait three to
five minutes before moving on to the next question.
This will continue until all five questions have been finished.
Activity #4: Comprehension Packet Pages 3-4, and 6
Step 1: The teacher will instruct students to look at the bottom of page 3 at the
Vocabulary section.
The teacher will give each student a book to reference.
Step 2: The teacher will instruct students to turn to page 4 and work on the Word
Walk section.
The teacher will review with students the meanings of the following
words: adjective, syllable, synonym, and compound word.
Step 3: The teacher will instruct students to turn to page 6 in their packet.
Step 4: The teacher will read the prompt, I predict it will be cloudy with a chance
of blank,) aloud to the class.
Step 5: After reading the prompt the teacher will instruct their students to come up
with their own version of Cloudy With a Chance of Meatballs.
Step 6: The teacher will have the students fill in the blank on their own page and
then write their own story.
Step 7: After students have written their stories, then they may draw a picture that
represents their story.
Conclusion (Closure):
After everyone has finished writing and illustrating their own stories, the teacher will call on a
few students to read their stories aloud. Once three to five students have shared the teacher will
ask for the meanings of incident and surrounding. Again the teacher will call on a few students to
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answer. Then the teacher will ask a few students to read what they wrote down as their
predictions on what they thought the story was going to be about. Lastly, the teacher will ask the
students who participated if their predictions were correct, not correct, or close.
Assessment:
At the end of the entire lesson, students will turn in their Comprehension Packet for the teacher
to grade. This way the teacher can check to see if students were able to comprehend the story as
well as understand vocabulary words. By asking students to participate during the anticipatory
set, allows for the teacher to gauge if students are able to pick up on clues from the pictures when
it came to their predictions. Throughout the lesson, the teacher will be walking around and
asking students questions about what they are working on.
Possible Connections to Another ELAR Concepts and/or Other Subjects Areas:
Part of the Comprehension Packet can also apply to the vocabulary development concept in the
English Language Arts and Reading concept. This lesson also connects to Science since the
students are using their scientific method skills such as making predictions and then coming back
to see if their conclusions were correct or not. The last part of the lesson also connects with Art
since it allows for students to use their imagination when coming up with their own story and
then illustrating at the end.
Grade Level: 2nd
Lesson Plan Title: How is rain formed?
Science Concept / Topic to Teach: The Water Cycle
TEKS Standards:
Science
(8) Earth and space. The student knows that there are recognizable patterns in the natural world
and among objects in the sky. The student is expected to:
(C) explore the processes in the water cycle, including evaporation, condensation, and
precipitation, as connected to weather conditions.
Learning Objectives:
Students will be able to recognize and understand the key vocabulary terms.
Students will be able to illustrate the process of the water cycle.
Students will be able to create and explain the main parts of the water cycle.
Essential Question:
How do you think we get rain?
Where does the water in the clouds come from?
Where does the water go after it has rained?
What do you think evaporation means? Precipitation? Condensation?
Prerequisite Knowledge/Skills:
Students need to have an understanding of the scientific method. Students need to also have an
understanding of how to apply the scientific method.
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Science Vocabulary:
Evaporation
Condensation
Precipitation
Collection
Instructional Materials:
Water Cycle Spinner Handout
The Water Cycle Song Handout
Crayons
Metal fasteners
Scissors
Clear coffee cup
Expo marker
Whiteboard
Parent Helper
KWL Chart

Water Cycle Booklet

Pencils
Colored Pencils
Water
Electric kettle
Small plate
Glue
Stapler
Lined paper

Resources:
Water Cycle Spinner & The Water Cycle Song
https://www.lakeshorelearning.com/media/images/free_resources/teachers_corner/lesson_plans/1
_2/lessonWaterCycleFull.pdf
Water Cycle Booklet
https://www.teacherspayteachers.com/Product/Water-Cycle-Booklet-1805051
Online Rocket Timer
http://www.online-stopwatch.com/rocket-timer/full-screen/
KWL Chart
http://www.teach-nology.com/worksheets/graphic/graporg11.pdf
Grouping:
To determine the groupings, each student will be given one of three different colors (purple,
blue, and green) of popsicle sticks.
Water Cycle Booklet: small group
Water Cycle Spinner: small group
Water Cycle Demonstration: whole group
Water Cycle Demonstration & Song: small group
Instructional Procedures:
Introduction/Hook/Anticipatory Set:
Before the students arrive, the teacher will have the electric kettle turned on with water inside to
start boiling. After students have settled down in their seats the teacher will pour water into the
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clear coffee cup. The teacher will ask the students to observe what is taking place after the water
is in the cup. (Students will see steam rising from the cup.) Next, the teacher will take the plate
and place it on top of the cup to cover the entire opening of the cup.After placing the plate on top
of the cup, the teacher will ask the students what they think will happen to the water that is
rising. (Water will gather together on the plate.) Lastly, the teacher will ask the students to
predict what will happen to the water droplets on the plate when lifting the plate off the cup.
(Droplets will drip downward.) The teacher will then tell the students that you have just
demonstrated a process called the water cycle.
Once the demonstration is done, the teacher will pass out a KWL chart and ask students to put
down things they know about the water cycle under the K column. After a few minutes, the
teacher will ask for a few students to share what they wrote. Then the teacher will ask students to
write down what they want to know under the W column of their chart. Again, after a few
minutes, the teacher will ask a few students to share what they wrote.
Body of Lesson:
Once the anticipatory set is done, the teacher will group the students into three different groups
by their popsicle stick color. Purple popsicle sticks will start at the Water Cycle Booklet
activity. Blue sticks will start at the Water Cycle Spinner activity. Lastly, green will start at the
Water Cycle Demonstration & Song activity. Activities will last for 20 minutes, which the
time will be shown on the board using the Online Rocket Timer. Once the rocket has launched
students will stop, put supplies down and hands up. The teacher will then tell students to clean up
their stations and wait for the teacher to tell them to rotate. Students will then stand up and push
in their chairs and move stations. Students will rotate clockwise. The transition period should last
about three minutes which will also be shown on the board using the Online Rocket Timer.
Activity #1: Water Cycle Booklet
Step 1 - The parent helper will have the materials (Water Cycle Booklet, crayons,
color pencils, pencils, scissors, and glue) ready in the middle of the table.
Step 2 - The parent helper will pass out a booklet cover to each student. Students
are instructed to put their name on the top where the line is located.
Step 3 - The parent helper will give the students the Evaporation page for
students to start coloring. The parent helper will instruct students to not color in
the areas where glue goes.
Step 4 - The parent helper will go over the process of evaporation using the
definition provided on the page. Parent helper will then instruct students to cut out
the pieces.
First part to be glued is the Heat equals on top of the square with
Evaporation typed inside.
Second part to be glued is the Liquid plus on top of the Heat equals
part.
Third, glue on The Process square on top of the Liquid plus square.
Lastly, glue the definition box on top of the Glue Definition Here
square.
Step 5 - Follow the same instructions as done in step four except for
condensation.
Step 6 - Follow the same instructions as done in step four except for precipitation.
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 Step 7 - Follow the same instructions as done in step four except for
condensation.
Step 8 - Allow for students for color the page for a few minutes and then review
the water cycle. Students will cut out Water Cycle Pieces and place them in
their correct places. This can be done as a way to check for understanding.
Step 9 - Have each student hand the parent helper their booklet pages so the
parent helper can put two staples in on the left side to make it an intact booklet.
Activity #2: Water Cycle Spinner
Step 1 - The teacher will have a model available for students to reference as well
as instructions via print and pictures for students to also refer to.
Step 2 - In the middle of the table will be two piles of pages (Top wheel, and
bottom wheel) along with a container for scissors, a container for crayons, and a
container with metal fasteners.
Step 3 - Students will gather both pages and work on coloring the pages they way
they would like.
Step 4 - After color, students will cut along the dashed lines to create the windows
on the top wheel. They will also cut along the dashed lines to cut out the top and
bottom wheels.
Step 5 - Students will place the top wheel on top of the bottom wheel.
Step 6 - Students will push a metal fastener through the center of both wheels and
secure the back.
Step 7 - Students will turn their wheels to see the water cycle in action.
Activity #3: Water Cycle Demonstration & Song
Step 1 - The will put water in the electric kettle and then turn it on.
Step 2 - While the water is heating up the teacher will write on the board the
words evaporation, condensation, and precipitation.
Step 3 - The teacher will explain to the students the definitions of the words.
While doing this, the teacher will give each student a copy of The Water Cycle
Song.
Step 4 - The teacher will teach the students the song about the water cycle. While
doing this, the teacher will use hand motions and encourage students to act out the
steps of the water cycle.
Step 5 - The teacher and students will sing the song while doing the hand motions
and/or actions of the water cycle.
Step 6 - After singing the song, the teacher will give each student a piece of lined
paper and have the students refer back to the electric kettle. Next, the teacher will
pour water into the clear coffee cup and ask the students, What happens when
the water heats up? Students need to be instructed to write down their answers
(spelling does not count).
Step 7 - The teacher will place the plate on top of the cup and ask the students,
What do you think will happen to the water that is rising? Again, students will
write down their answers (spelling does not count).
Step 8 - The teacher will ask the students, What will happen to the water droplets
on the plate when I lift the place off the cup? Students will write down their
answers (spelling does not count).
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 Step 9 - The teacher will ask the students to write down what was just
demonstrated.
Step 10 - Teacher will collect students papers to check for understanding.
Conclusion (Closure):
As a whole group, the teacher will call on a few students to explain the parts of the water cycle
demonstration that was done at the beginning of the lesson. Next, the teacher will ask students
what the meaning of evaporation, condensation, precipitation, and collection are to check for
understanding. Under the L column of the KWL chart, students will also be instructed to
answer the following questions:
How do you think we get rain?
Where does the water in the clouds come from?
Where does the water go after it has rained?
What do you think evaporation means? Precipitation? Condensation? Collection?
Assessment:
The first assessment being used is the diagnostic assessment during the anticipatory set by asking
students what is taking place during the demonstration. This is a way to see what students know
or need to be taught. During two of the activities, Water Cycle Booklet and Water Cycle
Demonstration & Song, the students are being asked questions to check for understanding of the
water cycle. During the Water Cycle Demonstration & Song the students are asked to answer
questions on line paper which is collected at the end of the activity for the teacher to use as a way
to check for student understanding. At the end of the lesson, the teacher will refer back to the
KWL chart as have students reflect on what theyve learned. The teacher will collect the KWL
chart at the end of the lesson.
Possible Connections to Another Science Concepts and/or Other Subjects Areas:
This lesson can be related to the subject area of art. Since the students are able to color their
work, this allows for them to make their work unique and individual. Students are able to tap into
their artistic side when working on the Water Cycle Spinner and Water Cycle Booklet. The
Water Cycle Demonstration & Song activity as well as the L column of the KWL chart
connect with Language Arts since students are required to write proper sentences for their
answers, even though spelling does not count. The spinner and booklet activity also relate to
Language Arts since students will be required to read in order to understand that they are
following directions correctly as well as gluing and/or cutting pieces.

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