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Cloudy with a Chance of Meatballs Wordwork

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Cloudy with a Chance of Meatballs Wordwork

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Cloudy with a chance of meatballs Determining importance

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Cloudy with a chance of meatballs Determining importance

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Page 12 -13 Weather Forecast Page 14 Story Elements Page 19 Comprehension  Page 15-18 Compound Words Page 19-22 Comprehension

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Page 12 -13 Weather Forecast Page 14 Story Elements Page 19 Comprehension  Page 15-18 Compound Words Page 19-22 Comprehension

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Imagine if food fell from the sky like rain...wouldn't it be great? Or would it? This is what happened in the tiny town of Chewandswallow. In many ways it was much the same as any other small town, except for the weather...which came three times a day, at breakfast, lunch and dinner. Sometimes it rained soup and juice, or snowed mashed potatoes, once or twice it even blew up a storm of hamburgers. Life was pretty delicious in Chewandswallow...until the weather took a turn for the worse!

Book Author: Judi Barrett
See More Books from this author
Teaching Ideas and Resources:

English

Make a list of as many different types of food that you can think of.

Use a thesaurus to think of words that describe how food can taste.

Look at the illustrations and think of some speech / thought bubbles for the characters.

Grandpa makes up the story of Chewandswallow after something that happened over breakfast that morning. Can you think of a story based on something that has happened to you recently?

Think about where the food comes from in Chewandswallow. Can you write a story that explains why it all comes from the sky?

How would it change your life if all of your food came from the sky. What would be the advantages / disadvantages of raining food?!

Plan a menu for the food that might fall from the sky over the coming days.

Write the newspaper article about the record-breaking fall of spaghetti.

Write a diary entry from the point of view of a resident of Chewandswallow the day before they had to leave.

Write a new ending for the book, in which the people don't leave the town. What might happen instead?

Imagine that you were asked to return to Chewandswallow a year after everybody left. Write the story (in the first person) that explains what you might find there when you go back.

Can you think of some similes / metaphors that involve food, e.g. as green as pea soup, as slippery as melting butter.

Watch the film version of this book. Which do you prefer?

Make a list of similarities and differences between the book and the film(see Resources below).

Maths

Use a sorting diagram to sort food into different groups (Healthy / unhealthy? Nice / horrible tastes? Natural / processed?).

Science

Make a recipe for your favourite meal. What ingredients do you need? How do you make / cook it?

Plan some healthy / unhealthy meals for the people of Chewandswallow to eat.

Explore what happens to food when it is left. Use this as the starting point for learning about micro-organisms.

The people use bread to form rafts when they leave. Think of materials that will / will not float and make some rafts with these to test them.

Computing

Use a painting program to draw a picture of the unusual weather in Chewandswallow.

Make a menu for the food that might fall over the next few days.

Could you plan a computer game based on the book / film?

Design Technology

Design some machines that will help clear up the food that is left on the streets of the town.

Design some buildings / vehicles made entirely of different types of food.

Art

Look at the illustration of soup, peas and hamburgers raining on the town of Chewandswallow. Could you make your own picture like this, with different types of food raining over the silhouette of a town below?

Look at the use of colours within the illustrations. When have black / white images been used? When was colour used? Could you create your own illustrations using these colours?

Geography

Make a script for a weather forecast for the people of Chewandswallow.

Draw a map of Chewandswallow based on the illustrations / information in the book.

Use your map of Chewandswallow and draw on weather symbols to show the foods that might fall from the sky there.

Think of different types of weather and make real weather forecast for your local area. You could look on a weather forecast and use their summary to write your own script.

In Chewandswallow there are no food stores. Use a map to plot the location of the food stores in your area. What might be there if we didn't need to use food shops?

PSHE

People around the world don't have equal access to food. Can you find out about a charity that helps to provide food to people who need it? Could you plan a fundraising activity to support them?

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Imagine if food fell from the sky like rain...wouldn't it be great? Or would it? This is what happened in the tiny town of Chewandswallow. In many ways it was much the same as any other small town, except for the weather...which came three times a day, at breakfast, lunch and dinner.

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Amazing Grace   74, 75, 76 77                                                               Julius, baby of the worldBRAVE IRENE pg, 154,155,156                  THE PAPER BAG PRINCESS  pg. 42,43,44

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Amazing Grace   74, 75, 76 77                                                               Julius, baby of the worldBRAVE IRENE pg, 154,155,156                  THE PAPER BAG PRINCESS  pg. 42,43,44

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Have students try these activities to expand their knowledge and interest in Extreme Weather.
Language Arts/ Social Studies/ Art
The greatest amount of rainfall, the highest and lowest temperatures, the person struck most often by lightning -the weather story is filled with record-breaking extremes. Have students prepare a Weather Records book. They can record all kinds of weather-related records. Encourage them to include graphics such as pictures, charts, and graphs in their record books.
Language Arts
Many proverbs and idioms include references to weather and climate. Ask students to identify and define proverbs and idioms that use weather-related terms. You might suggest the following examples as well as encourage students to find examples of their own: April showers bring May flowers, it never rains but it pours, it's raining cats and dogs, take a rain check; save for a rainy day, ride out the storm, weather the storm, hot as blazes.
Science/ Language Arts/ Art
Have students prepare weather reports and present them in a weather news format. Encourage students to make weather maps, tables,and charts to use as visual aids in their presentations. If possible, have students check the weather channels for updated local weather to include in their reports.
Science
Have students model the greenhouse effect. Students might plant small plants in potting soil and place a thermometer in a clear glass bowl. They then should cover the bowl with a clear glass lid or plastic wrap and set the bowl in a sunny place. Have students place a thermometer near the bowl as well as inside it. Students should read the thermometers two or three times a day for a week.
Language Arts
Carl Sandburg's "Fog" and Christina Rossetti's "Who Has Seen the Wind?" are just two of the many poems about weather. Help students find other poems in books or on online. Then have a poetry reading in which students read and discuss their poems.
Science/ Social Studies/ Language Arts
What should you do to protect yourself when extreme weather hits your area? Have students work in teams to make a safety booklet outlining steps to take in different weather extremes. Their booklet might detail what to do during thunderstorms when lightning strikes. It might identify what to do in preparation for a hurricane. It might list supplies that should be available if a blizzard or another storm results in power blackouts. Encourage each team of students to research the safety procedures for a specific kind of storm. Then teams can compile their reports and bind them into a booklet.
Science
Have students model a tornado in a bottle. Fill a bottle with water, add a few drops of liquid soap, and a small spoonful of dirt. Securely tape an empty bottle to the mouth of the filled bottle. Hold the bottles over a pan or sink. Tell students to watch closely as you turn the bottles over. The water will swirl down much as a tornado swirls down.
Games and Activities on Extreme Weather | Kids Discover

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Games and Activities on Extreme Weather - Kids Discover

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Have students try these activities to expand their knowledge and interest in Extreme Weather. Language Arts/ Social Studies/ Art The greatest amount of rainfall, the highest and lowest temperatures, the person struck most often by lightning -the weather story is filled with record-breaking extremes. Have students prepare a Weather Records book.

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BOOK 2  BRAVE IRENE pg, 154,155,156  Run on the Weekend

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BOOK 2  BRAVE IRENE pg, 154,155,156  Run on the Weekend

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RAINCOAT   RUN OFF PAGE 22 For Compound Words

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RAINCOAT   RUN OFF PAGE 22 For Compound Words

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THE WEATHER IS RAINY    COMPOUND WORD IS RAINCOAT

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THE WEATHER IS RAINY    COMPOUND WORD IS RAINCOAT

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20 -30 minutes              Word Story Lesson  5 - 10 minutes mini lesson  Knots in a Counting Rope                                         Page 3  “ yes, boy it was whipping up sand as sharp as clawsNext to last page  “I finished the race, hot and dusty, sweat dripping from my face.”

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20 -30 minutes              Word Story Lesson  5 - 10 minutes mini lesson  Knots in a Counting Rope                                         Page 3  “ yes, boy it was whipping up sand as sharp as clawsNext to last page  “I finished the race, hot and dusty, sweat dripping from my face.”

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10 minutesI WOULD LOVE TO BE A HORSE POEM

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10 minutesI WOULD LOVE TO BE A HORSE POEM

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15 minutes Read KNOTS IN A COUNTING ROPE   PROCEED THROUGH STEPS 1 to 4

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15 minutes Read KNOTS IN A COUNTING ROPE   PROCEED THROUGH STEPS 1 to 4

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4 million free and priced teaching resources created by teachers for instant download including lesson plans, interactive notebooks, unit plans, novel studies, worksheets, printables, quizzes, task cards, math centers, projects and more. Join over 6 million teachers on the web's most vibrant collaborative exchange.

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Electronic conferring notebook used in alignment with CAFE and Daily 5 to keep track of student interactions, conferences, commitments, and next steps. Co-Founder - Gail Boushey of The 2 Sisters.

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Submit a list of names, then click to spin the wheel to choose one at random! Save your lists and embed them in your website or blog!

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My Brother Martin by Christine Farris King

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My Brother Martin A Sister Remembers Growing Up with the Rev. Dr. Martin Luther King Jr. by Christine King Farris Illustrated by Chris Soentpiet Published by Simon & Schuster Books for Young Readers 2003 purchase at https://www.amazon.com or https://www.barnesandnoble.com Christine Farris King older sister of the late Dr. Martin Luther King Jr.

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COMPLETE THE FAVORITE PICTURE SO FAR AND EXPLAIN WHY

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COMPLETE THE FAVORITE PICTURE SO FAR AND EXPLAIN WHY

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         MONDAY    1) Brave Irene and character of her mother                                                                                        TUESDAY                                                       WEDNESDAY                                                      THURSDAY                                                                FRIDAY                                                                                                                                                              

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         MONDAY    1) Brave Irene and character of her mother                                                                                        TUESDAY                                                       WEDNESDAY                                                      THURSDAY                                                                FRIDAY                                                                                                                                                              

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1               2                  3              4                          1                 2                     3                      4                          1             2                     3                   4                           1                2                 3               4                               1                   2                  3                  4

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Hogan definition, a Navajo Indian dwelling constructed of earth and branches and covered with mud or sod. See more.

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