1. Weather Explanations
SB 2.16 (Level 1)

2. C R ? Making a Prediction an it eally Rain Frogs
What do you think the article will be about based on the title? C
an it R ?
eally Rain Frogs

3. During Reading
Use metacognitive markers to guide your later discussion.
Write (?) next to parts where you have a question,
You may want to write a brief phrase to remind you of the question or circle something in the text
(!) next to parts to which you want to share a reaction,
I like to draw emotion icons for these, like 
and (*) next to parts where you might make a comment.
I always write what I want to say because I might forget.

4. After Reading Discussion
Discuss the article with your discussion group. Be sure to listen closely to your group members and take notes in the My Notes space.

5. Notes Role: Audience: Format: Topic: Evidence from the Text
Take notes by creating the graphic organizers as the teacher helps you understand “Can It Really Rain Frogs?”
Evidence from the Text
Role:
Audience:
Format:
Topic:

6. Creating a Myth Role: Ancient Greek Story Teller Audience:
The Greeks used the story of Persephone, Hades, and Demeter to explain the changing of the seasons. Use your understanding of myths to write a brief mythological explanation of any weather phenomenon mentioned in “Can It Really Rain Frogs?” Notice that a RAFT has been provided below to guide your creation of a myth in the style of the ancient Greeks.
Role:
Ancient Greek Story Teller
Audience:
Greek People
Format:
Myth
Topic:
Weather phenomenon (you choose one)

7. Word Connection
Mythological comes from the Greek word mythos, which originally meant “a narrative” or “a story.”
The suffix -logy refers to a field of study, such as biology or geology. The adjective form is -logical.