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Literature
Grade: Elementary
Subject: Literature

#2125. Compound Words-Cloudy with a Chance of Meatballs

Literature, level: Elementary
Posted Sat Feb 10 20:31:15 PST 2001 by Jennifer Conrad (jen.conrad@verizon.net).
Concepts Taught: Compound Words

Jennifer Conrad
Cynthia Scroggins
Compound Words
Lesson #6

Objectives
1. Using word flash cards, students will create compound words by combining two words chosen from the board.
2. By completing the given worksheet, students will match words to create compound words.
3. After listening to the read-aloud of the book, Cloudy with a Chance of Meatballs, students will respond to the story by drawing a picture.
4. After completing the picture, each student will list his or her three favorite foods.

Materials
1. Book: Barrett, J. (1982). Cloudy with a chance of meatballs.
Ill. By Ron Barrett. New York, NY: Aladdin Paperbacks.
2. Word flash cards (waxed)
3. Paper, pencil, and crayons
4. Compound word worksheet

Introduction/Motivation
Students will be introduced to this lesson with the reading of Cloudy with a Chance of Meatballs, written by Judi Barrett. Prior to the reading, it will be pointed out that the word "meatballs" is actually a compound word. Students will be asked to listen for any other compound words during the reading. Students will also be asked to make and confirm predictions about the story.

Procedure
1. Following the read-aloud, a more comprehensive minilesson
on compound words will be given. It will be explained that compound words are actually two words that are put together to make a new word. Students will be given examples and then asked to share examples. Compound words used in the book will be noted.
2. Several word cards will be placed on the board in two
separate columns. The words will be read aloud as a whole group. Students will be called on individually to come forward and create a compound word by combining a word chosen from the left with a word from the right.
3. Each will be given a compound word worksheet (attached). Students will match words to create compound words by drawing a line from the word on the left to the word on the right. The first few items will be completed as a whole group to insure student understanding. Teachers will circulate the classroom to provide student assistance.
4. In response to the read-aloud, students will be given a blank sheet of paper to draw a picture of their home with their favorite foods raining down. Students will be given time to color their picture.
5. Students will be asked to write their three favorite foods on their pictures.

Assessment will include:
1. Observation of students and their oral responses during the matching compound word activity.
2. Student completion of the compound word worksheet.
3. Student completion of the picture drawn in response to the story.
4. Student completion of listing their three favorite foods.

Notes: