Objective: Students will read text and determine the main idea, identify relevant supporting details and facts.

*  Book:  Ramona Quimby, Age 8 by Beverly Cleary

*  white piece of paper

* computer

Vocabulary: exasperation, sustained, embarrassing, prompt, eager, conspiratorial

Working with words: The teacher will introduce contractions by writing samples on the board, then monitor as students make a list of contractions they find in chapter two.  Students will go to The Quia Web site and complete activities on contractions.

Activity: The teacher will...

1. begin lesson by having the students share their prediction of chapter two- enter predictions into computer-generated journal

2. review vocabulary words and definitions from chapter one

3. introduce new vocabulary words and definitions for chapter two

4. give each student a white piece of paper, and have them fold it into six pieces- students can also use word processing and create a table with two columns and three rows for boxes, than add clip art or graphics

5. have students write each vocabulary word, definition and illustration in each box

6. read and discuss chapter two

Evaluation: Students will complete following activity - students will open word processing and insert a table with four columns and one row (or choose four column format), then type the following headings in each column (Ramona’s good parts of third grade, Ramona’s bad parts of third grade, Your good parts of third grade, and Your bad parts of third grade) and answer the following questions:

What does Ramona like to do most in school?

Describe what happens at Howie’s house.

Why does Ramona think that being a member of the Quimby family in

third grade is harder than she expected?

Home Learning: Use  a word processor's Tools and Thesaurus to type vocabulary  words (exasperation, sustain, embarrass, prompt, eager, conspirator), then highlight and find words with a similar meaning. Example: exasperation = irritation. Write a prediction for chapter three.