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

Billy Twitters and his Blue Whale Problem

Barnett, Mack. Billy Twitters and his Blue Whale Problem (2009). Rex, Adam (Illus.). New York, New York, Disney-Hyperion

Billy never believed his parents when they would say "Billy you need to do this or we will buy you a blue whale." Until one day his parents actually bought him a whale. After this Billy is forced to take care of the whale, and begins that having a whale for a pet is not as fun as it sounds.

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

•  Students will meet this standard by writing a letter asking for a whale using the correct letter format.

Grade 2 L (3): Use knowledge of language and its conventions when writing, speaking, reading, or listening

• Students will meet this standard by writing a letter asking for a whale, in their letters they will have to use the English language correctly to make sure they ask for their whale correctly.

Learning Outcomes 
After discussing the components of a letter, students will write a letter requesting a whale with 80% accuracy.

Adapted to the Classroom 
During our pre-reading this text, students will be given a chance to physically look at this book. While students are looking this text will be giving the chance to find the spot where is says they can send for a whale. Prior to reading we will also do some research about whales and learn about whales.

While reading the text, we will use some during reading skills. We will make connections to information we already know about whales and new learning. While reading we will also go over new vocabulary words that come up

After reading, I will ask students if they found anything interesting in the book. Through the use of scaffolding I will lead them to get to the point about sending for a whale. After they discover this, we will discuss letters, how to write them, and what a letter is. It is at this point I will give students a chance to draft a letter asking for a whale. Once we have received our whales we will write letters to our whales each month and students will be given a chance to call their whale as well.

Bloom's Taxonomy 
Suppose you were in Billy's shoes, how would you have reacted to receiving a whale? (Synthesis)
What would have resulted if Billy would have listen to his parents in the beginning? (Application)

Differentiation
For students with Dyslexia, they will be able to use technology to help them write their letters asking for a whale.  
For students who are finished early, they will be given the chance to do a work sheet with questions about whales on it.