Madonna University Reading Laboratory Tonda Elementary

University Student: Callie Fefopoulos

Pupil: Luca Grade: 3 Date: 2/10/14
Instructional Reading Level: 3 Lesson# 2 Type of Text: Narrative
Goal: Common Core Standards
CCSS.ELA-Literacy.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.
Or
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding
of a text, referring explicitly to the text as the basis for the answers.
Objectives
Student will be able to identify cause and affect relationships from the story.
Student will be able to identify the who, where, what happened, and how it ended.
Teaching Strategy Focus/Literary Devices/Materials/ Text Choice
The book Cloudy With a Chance of Meatballs by Judi Barrett will be used to
complete the reading and activity. A cause and affect chart from page 271 of our
text will be used inside of a dry erase sheet. The retelling activity sheet from
page 269 in our text will be used for the student to draw and write about the
characters, setting, plot, problem, and solution.
Before Reading/Modeling/Demonstration
Before reading the story, the student and I will preview the book, take a picture
walk, and predict what we think will happen during the story based on the
illustrations and title of the book. I will ask, Why do you think the older man is
holding a plate and utensils with an umbrella? We will review any vocabulary that
may be needed. We will also discuss the meaning of cause and affect.

During Reading/Collaborative Engagement
The student will read the story orally. We will stop throughout the story to
discuss. I will help point out any parts of the story that could be added to the
cause and affect sheet.


After Reading/ Independent Application/ Informal Assessment
We will review our cause and affect notes and add anything that we may have
forgotten. The student will complete the retelling page to the best of his ability.
He has the option of looking back to the book if he is stuck on an idea. I will
prompt the student with questions such as, Where is Chewandswallow located?
What did the people do with the leftovers? What different things came out of
the sky? What cause people to leave town? Was this story fact or fiction?
What kinds of things actually fall from the sky?
Reflection/ Summary/ Informal Assessment/ Future Instruction
For this lesson, we used the book Cloudy with a Chance of Meatballs by Judi Barrett. We made
predictions about what we thought the story was going to be about and what the illustrations
showed us may happen. We then read through the story while taking quick notes on a dry erase
table in order to remember important parts of the story. We filled out a cause and affect chart to
enhance our understanding of what was happening during the story.
To informally assess Luca, I had him compete a retelling sheet that required him to make a
statement regarding the who, where, what happened, and how it ended features of the story. It
required him to understand the characters, setting, plot, problem, and solution. He also illustrated
each of his statements. I feel that the note taking and retelling sheet helped to build his
understanding of what the meaning and main concept of the story were. He seemed to really enjoy
the illustration portion of the activity, which showed me that this is something he really responds
to. The note taking throughout the story seemed to help keep Luca engaged, which is something
Ive found he may struggle with. He knew what points of the story he was looking for and it helped
keep him alert while reading. I also found that he really enjoys using the dry erase marker.
I found that the activity including an art portion and using dry erase markers was very
effective. The retelling sheet was a great tool for him to summarize the story. I think the area of
improvement is determining certain aspects without prompt.

















Madonna University Reading Laboratory Tonda Elementary
University Student: Callie Fefopoulos
Pupil: Luca Grade: 3 Date: 2/24/14
Instructional Reading Level: 3 Lesson# 3 Type of Text: Narrative
Goal: Common Core Standards
CCSS.ELA-Literacy.RL.3.9 Compare and contrast the themes, settings, and plots of
stories written by the same author about the same or similar characteristics (e.g.,
in books from a series)
Objectives
Student will be able to identify characters, setting, plot, the lesson, and personal
feelings about each story version. Student will be able to organize and compare and
contrast the similarities and differences between the two stories.
Teaching Strategy Focus/Literary Devices/Materials/ Text Choice
The book Cloudy With a Chance of Meatballs by Judi Barrett and the book based
off the movie version will be used to complete the reading and activity. A compare
and contrast chart from page 271 of our text will be used inside of a dry erase
sheet. The student will organize his thoughts about each version on this sheet
before transferring the information to a Venn diagram on a large roll of paper or
using sticky notes to attach to one on the board.
Before Reading/Modeling/Demonstration
Before reading the story, the student and I will review the book we read last week,
take a picture walk, and discuss the characters and main points of the story. We
will then look at the new version of the book on the iPad.
During Reading/Collaborative Engagement
The student will read the story orally. We will stop throughout the story to
discuss. I will help point out any parts of the story that could be added to the
cause and affect sheet.


After Reading/ Independent Application/ Informal Assessment
After reading the new version of the story, the student will fill out the compare
and contrast sheet using both books to reference. He will then organize the
information on a Venn diagram that is on a large roll of paper or using sticky notes
to attach to a diagram on the board (whichever is available to us).
Reflection/ Summary/ Informal Assessment/ Future Instruction
This lesson was based on the new version of Cloudy with a Chance of Meatballs. It required Luca to
compare and contrast the two versions of the story. We used the Ipad version of the story, which
he really enjoyed. We filled out sticky notes with the characters, plot, setting, problems, and
solutions from the first story as we reviewed everything that occurred. Then, he filled out a new set
of sticky notes as he read the new version of the story. This helped to keep him focused throughout
the story. We created a large compare and contrast diagram on the white board and as an informal
assessment; he placed each stick note in the correct portion of the chart.
I felt that using two similar stories to compare and contrast really helped him to fully grasp
the key meaning and events that occurred throughout each story. Reviewing the original version of
the book that we read last week helped to get his mind set on the topic before we even began the
new book. That familiarity seemed to give him extra confidence that often helps students better
utilize strategies like summarizing.
I did feel that this activity was successful and I found that he showed excitement when he
noticed something that he read was a good point to add to a sticky note. This showed me that he
was benefiting from the task.