Lesson+Plans

Disclaimer: This lesson plan is based on the idea that each of my students have been provided a laptop to use in the classroom. Title**: Ramona Quimby, Age 8.** Subject**: Reading and development** Author**: Beverly Cleary(book)/Valerie Adcock(lesson plan)** Grade level: **Third grade** Overview: **This is so that the students can learn new words, either words they never knew or even words they never heard. Each student will also talk about cause and effect, when Ramona did this, this happened. Students will also have a new appreciation for reading.** Objectives: **That each student has a new appreciation for reading. Using a book that has been made into a movie is tricky. The question "Why can't we just watch the movie?" always comes up. This can be used as a discussion about what is different between the movie and the book. Also that they students learn some new words to broaden their vocabulary. Using the new words the students can describe event using better words than thing or stuff.** Materials Needed: **The book Ramona Quimby, Age 8 (digitally if you have the technology to show it to the rest of the class) or a hard copy. Paper or poster board. A computer and projection screen. A television and a copy of Ramona and Beezus (if you choose to show the movie). Laptops. Pen and paper will also be needed.** Activities and procedures**: Free read for ten to twenty minutes a day. This allows for improved reading skills and quiet time. On the last two days of the week Beezus and Ramona will be shown in class. The students will have a list of questions to answer to compare the book and the movie. The students will also make a powerpoint for the list of new words, this allows for a fun way to learn something new. Creating a word search and or crossword allows for better understanding of the words.** Assessment: **I will walk around the class and see how the students are responding to the activities. Do I need to shorten the length of an activity? Do I need to make an activity longer? Is cooperation between students harmonious? I will even do a poll on the class to see which students they enjoyed most and which they thought were pointless.** Sunshine State Standards**: LA.3.1.6.1 The student will use new vocabulary that is introduced and taught directly. LA.3.1.7.4 The student will identify cause-and-effect relationships in text. LA.3.2.1.8 The student will select a balance of age and ability appropriate fiction materials to read (e.g., chapter books, fairy tales, mythology, poetry), based on interest and teacher recommendations, to continue building a core foundation of knowledge.**


 * Day 1**: During library each student will pick out a book to read. This book will be read each day after lunch. This is called //Sustained Silent Reading.// Just like in Ramona Quimby, age 8 they read their story after lunch for 20 minutes. During the rest of the year and this will last 10 minutes. Following the ten minute read we will, as a class, discuss Ramona. Likes and Dislikes of the book. There will be a contest to rename the sustained silent reading. The name with the most votes will be this activities new name. Have the students use the computers at their desks to create a word search and or crossword for the new words. They may use the search engine of their choice to find a site to create this. Have them e-mail these completed assignments to you. The crossword puzzle will be counted as extra credit.

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 * Day 2:** Tell the class about a questionnaire. Have them come up with questions to ask their parents or guardians. This will just be a simple fun activity that will allow the incorporation of technology in the next class. This can be omitted if there is a time constraint or there is not desire to do it. Using the smart-board the students will play, in teams, a couple rounds of memory. Round 1 will consist of matching the cause with the effect. Round two will be matching the picture to picture, this is more of the traditional version of memory. Finally round 3 will be matching a main event or main character with an explanation. Each team will be timed. If after 5 minutes a team has not completed the puzzle their time will remain at five minutes and they must sit down until the next round. The team with the best average will win. A prize can be implemented if desired or the students can play for bragging rights. Using the results of the memory match it can be determined if there is a certain area that needs to be concentrated on. Grade is based on participation and team work.
 * Day 3:** Show the trailer for Beezus and Ramona. Ask the students to pull out the questions and answers. Using the smart-board track the answers given, if most are yes or no answers make sure there is a way to keep track of the replies easily. Average the answers and see what the results are. Ask the class if they are surprised by these results or not. Going back to the words the students found on Monday have them create a powerpoint utilizing as many of them as they can, no less than 10 words may be used. This is for them to be creative and have fun. Grades will be based off of creativity and effort. These words will be used on a spelling and vocabulary test. They will only need the definitions for the tests.
 * Day 4**: Today will the showing the first half of the movie Beezus and Ramona. Prior to beginning the movie ask them to pull out a piece of paper. Provide them with a list of questions to answer and keep in mind throughout the movie. First have them predict the differences between the movie and the book. This question must be answered prior to the beginning of the movie.
 * Could the differences be because the movie is based off the complete series?
 * Were there any major plot of character changes between the book and the movie? If yes, what were they.
 * Which did you like better the book or the movie? Why?
 * Day 5**: The last half of Ramona and Beezus will be shown. Make sure the questions from the previous day are out and ready for the students responses. When the movie is over have them hand in the questions they were to answer before, during and after the movie. These will be graded based on effort and thought. One word answers and the easy way is not meant to be what this assignment is about. Have a discussion about the movie and the book. Ask the class if they have read the complete series before. If they answer is no, ask if they are interested to now that they have seen the movie. Hold an overall discussion about the material was it too easy too hard, explore and go in depth about the books. Ask them for their opinion on a book to read for class.