Ramona Quimby, Age 8

Clearly, Beverly. Ramona Quimby, Age 8. (1981). Rogers, Jacqueline (Illus.). New York, New York: HarperCollins Publishers

Ramona is in the 3rd grade and she is experiencing things that she has never had before, both good and bad. Ramona has an enthusiasm for life that no one can take from her and often rubs off on people. Throughout the text we watch Ramona do some crazy things but also some things that she believes to ruin her reputation.

Connecting to the Standards
Grade 2 L (3): Use knowledge of language and its conventions when writing, speaking, reading, or listening. A: Compare formal and informal uses of English

• Students will meet this standard by writing a letter to their future self, and making the choice how to write the letter to themselves. 

Grade 2 L (2): Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. B: Use of commas in greetings and closing of letters.

• Students will meet this standard by making sure they have the proper letter format when writing a letter to their future self. The letter format would have already been taught to the students.

Learning Outcome
After finishing reading Ramona Quimby, Age 8, students will write a letter to there future selves about anything they want with 80% accuracy. 

Adapted to the Classroom 
Prior to reading this text we would have already read the books prior to this one in the series. Since my students would be in the second grade we would read this towards the end of the year. After we finished reading this students would then write a letter to themselves, but the letter would not be given to them until the next year when they are in the 3rd grade. This letter could be about anything the student wanted to write about. Whether it be out Ramona gets through the 3rd grade and being 8 years old, or something that is is more personal.

Bloom's Taxonomy 
 Based on the text that was read, make an inference on what you think will happen next. (Comprehension)
What age is Ramona during this book? (Knowledge)


Differentiation
For students who finish writing their letter early, they will be given another task of writing a letter for themselves 5 years down the road about anything they want.
For ELL students, they will be given the option to write their letter in their native language

Mr. Popper's Penguins

Atwater, Richard and Florence. Mr. Popper's Penguins. (1993). Lawson, Robert (Illus.). New York, New York: Little, Brown and Company

Mr. Popper, was just a poor house painter who lived in Stillwater Oklahoma until one day when he suddenly own a penguin named Captain Cook from Admiral who promised him a surprise. Shortly after getting Capital Cook, they got a female penguin from the zoo who matted with Captain Cook and had 10 baby penguins. Mr. Popper and his penguins make a circus act, which may seem like a good idea but things suddenly take a turn in opposite directions and Mr. Popper winds up in the North Pole with his penguins and Admiral.

Connecting to the Standards 
Grade 2 W (5): With guidance and support of adults and peers, focus on a variety of digital tools to produce and publish writing, including collaboration with peers.

• Students will meet this standard when they take turns to type out the cause and effect chart of the events in the story while reading the text.  

Grade 2 SL (2): Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

• Students will meet this standard when we discuss what happened during the last reading time before we read another passage.

Learning Outcomes  
While reading Mr. Popper's Penguins, the class will create a cause an effect chart outline the events within the story, with 80% accuracy.

Adapted to the Classroom
This would be a book that would be read aloud by the teacher after lunch/recess to calm the students down. Throughout reading the text you can create a cause an effect chart. This chart would also be a guide for students to understand what is happening in the story. While reading this text you can also do a science lesson on penguins and animals that live in the cold climates. Each day you would review what you wrote down the day before on the cause and effect chart. The cause and effect chart could be on the computer and each day a different students gets to take turns typing into the chart.

Bloom's Taxonomy 
What is the name of Mr. Popper's first penguin? (Knowledge)
Give a summary of the chapter read aloud today (Comprehension)

Differentiation 
For students who are auditory learners, instead of you reading the text one day you can find a recorded read aloud allowing for the students to listen to the text in a different tone.
For students with hearing impairments, the teacher will wear a microphone while the student has the receiver, amplifying the sound for the student to hear the story.

Mary Poppins

Travers, P.L. Mary Poppins. (1934). Shepard, Mary (Illus.). Orlando, Florida: Harcourt Inc

"A blast of wind, a house rattling bang, and Mary Poppins arrives at Number Seventeen Cherry Tree Lane." Marry Poppins is not your average nanny, she is able to make the most ordinary events into some extraordinary events. Throughout the text Marry helps Jane and Michael until her work is done and she floats away.

Content Standard 
Grade 2 RI (9): Compare and contrast the most important points presented by two texts on the same topic

• Students will meet this goal when we compare and contrast Mary Poppins the movie and Mary Poppins the book.  

Grade 2 SL (2): Recount or describe key ideas or details from a text read aloud or information presented orally or through other media

• Students will meet this goal when they are asked to give important details from the text to our class chart of important details.

Learning Outcomes 
After reading and watching Mary Poppins, students will write down one similarity and one difference between the book and movie with 80% accuracy 

Adapted to the Classroom 
This would be a text that we would read over time a few chapters at a time. After each reading we would record important details from the chapter read that day. Along with recording important events, we would also make predictions as to what will happen next.

After finishing reading the text we will watch the Disney movie Marry Poppins. While students are watching the movie I will ask them to write down important details. After we finish viewing the movie we will come together and make a list of important details. When this list is finish, we will compare and contrast the book and the movie.

To finish, students will be asked to write down one similarity and one difference that they notice between the movie and the book.

Bloom's Taxonomy 
Where is the setting of Mary Poppins? (Knowledge)
Why do you think Mary Poppins left Jane and Michael? (Analysis)

Differentiation
For students with hearing impairments we will put close captions on the movie so that they can read along with the text.
For students with Dyslexia they will be allowed to verbally tell the teacher one similarity and one difference between the book and the movie.

Double Fudge

Blume, Judy. Double Fudge (2002). New York, New York: Dutton Children's Books

Double Fudge, is the final book in Judy Blume's Fudge series. In the book the Hatcher family takes a family trip to Washington D.C to show Fudge that Bureau of Engraving and Printing, in hopes that his love for money would stop. Fudge's love for many may not have stopped but along the way he found his twin. While the family is in D.C, they find some long lost cousins who have a young boy name Drexel Hatcher, which just happens to be Fudge's real name. 

Connecting to the Standards 
Grade 2 W (3): Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure

• This standards is met through having to write a summary at the end of each reading time but also at the never end when students sequence the events of the story  

 Grade 2 SL (2): Recount or describe key ideas or details form a text read aloud or information presented orally or through other media.

• This standard is met through the class timeline that the students will make at the end of each reading. Students also meet this standard when they write a summary of the chapters read that day in their journals.

Learning Outcomes 
In small groups students will put events from the text in order for which they occurred with 70% accuracy.

Adapted to the Classroom
This book would be one that I read aloud to students after lunch/recess to just simply calm them down. Before reading this text, we would have already read the first three and students would be family with Judy Blume, but also Fudge and his story.

While reading this text I would have students at the end of each reading time, write down in their journals what happened during those chapters and what they think to be important. After the students have written down we would come back together as a class. It is at this point that we would make a timeline of the important events from that section. We would add these important events to a class timeline from previous chapters.

At the very end of reading the book, children would be given pieces of papers that would have the events typed out on them and would put them in order by which event happened. The students would use glue to put the events in order of how they happened in the text. For this activity that would work in groups to put the events in order.

Bloom's Taxonomy
What do you think Fudge thought when he first found out someone else has his name? (Analysis)
What is the main idea of _____ chapter(s)? (Comprehension)
Where is the setting of the story? (Knowledge)

Differentiation
For students who are ELL students, I would do my best to try and find a way to get the text into their language. Be that they listen to the text read aloud in their native language. I would also translate the events into their native language for them to put in order.
For students who are unable to use fine motor skills to paste the events on another piece of paper, I would provide them with an assistive technology to help them complete the activity.