Cloudy With a Chance of Meatballs

3 Grade
rd

Subject/Topic: Language Arts/Reality vs Fantasy Rationale: Children should be able to distinguish the difference between reality and fantasy Standards: 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. CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Gradespecific expectations for writing types are defined in standards 1 3 above.) Objective: Students will be able to identify the differences between reality and fantasy. Materials: Book, excerpts from various stories Procedures Engagement/Anticipatory Set: Ask students what they already know about reality books. Tell them to give examples of real nouns. Ask them what they know about fantasy books. Ask them to give you examples of fantasy nouns. Form a class definition for each to help with the rest of the lesson. Mentor teach and model: Read the story to the students. Pause and ask questions throughout the story. The first pause will be on page 5. Ask the students what examples of reality objects they know so far. Pause on page 11 and ask them to tell you examples from the book that show fantasy. Then pause after page 15 and ask for more examples of fantasy that they have learned. After reading page 23, ask the students to give you examples of other fantasy weather that can cause the people to move out of their town. Lastly on after reading page 29, find out what the students think the snow is. Was it real or fantasy? Guided Practice: Before asking the class to participate in a whole class discussion, have the students turn to one another and talk about they thought about the book. Also have them discuss examples from the story about reality and fantasy objects. Then have examples of reality and fantasy excerpts from different stories and

ask them which is which. Make sure students explain the difference and support their reasoning. Independent Application: Students will be separated in groups of three. Each group will write the beginning of a reality story and a beginning to a fantasy story with their group. Closure: Students will present their results to the entire class. The class will try to figure out which is the reality story and which is the fantasy story. Assessment: Students will be assessed on how they write their stories and how they can differentiate the difference between reality and fantasy. Differentiation: Students who have trouble listening or cannot listen well will sit by the teacher. If a student has trouble coming up with ideas on the spot, let them know what you will be talking about reality books versus fantasy books ahead of time. Tell them to come up with some ideas the night before. If the student has trouble writing, have them go up to the teacher and recite what they are going to write about