Language Arts Unit: Characters in Fiction and Nonfiction
Timeframe: 8 weeks
Grade: 2
Literature Core Text: Ramona the Pest by Beverly Cleary
Informational Core Text: HMR Theme 5 Focus on Biographies
Supporting Texts:
Social Studies Textbook
Leveled Readers – biographies from Social Studies program
Various biographies of the teacher’s choosing
Materials:
Notebook or stapled pages to make a booklet.
Graphic organizers
Reading Literature Standards:
RL3 Describe how characters in a
story respond to major events and
challenges.
Writing Standards:
W1: Write opinion pieces in which they
introduce the topic or book they are writing
about, state an opinion, supply reasons that
support the opinion, use linking words
(e.g., because, and, also) to connect
opinion and reasons, and provide a
concluding statement or section.
RL6: Acknowledge differences in
the points of view of characters,
including by speaking in a different
voice for each character when
reading dialogue aloud.
RL7: Use information gained from
the illustrations and words in a print
or digital text to demonstrate
understanding of its characters,
setting, or plot.
Reading Informational Text Standards:
RI5: Know and use various text features (e.g., captions,
bold print, subheadings, glossaries, indexes, electronic
menus, icons) to locate key facts or information in a text
efficiently.
RI6: Identify the main purpose of a text, including what
the author wants to answer, explain, or describe
RI7: Explain how specific images (e.g., a diagram
showing how a machine works) contribute to and clarify
a text.
RI8: Describe how reasons support specific points the
author makes in a text.
RI9: Compare and contrast the most important points
presented by two texts on the same topic.
Supporting
Standards:
RL 1,2,4,5
RI 1,2,3,4
L4,5,6
W2: Write informative/explanatory texts in
which they introduce a topic, use facts and
definitions to develop points, and provide a
concluding statement or section.
W3: 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.
RI 5: What are text features? How do I use them?
RI 6: What is the author’s purpose for writing this text?
RI 7: How do illustrations contribute to understanding informational text?
RI8: How do reasons support an author’s points?
RI9: How do I identify the most important points in a text?
Essential Questions:
RL 3: How do characters respond to major events in a story?
RL 6: What are the characters’ points of view?
RL 7: How do illustrations contribute to a story?
W 2: How do I write about a topic? How do I organize an informative piece?
Summative Unit Assessments:

Choose three events from the story and describe how Ramona responded to each event. Students use the chart of major events and the Character Response
Chart to complete this assessment. RL6, RL7

Write a biography or create a biography project. W2
This unit begins with the literature piece, Ramona the Pest. Students will be creating newspaper reports about people and events in the story. The end of the unit focuses
on biographies. Students will read various biographies and interview students and staff to create newspaper articles about them.
1
revised 3-4-14
Language Arts Unit: Characters in Fiction and Nonfiction
Timeframe: 8 weeks
Week 1:
Learning Targets:
RL3: describe how a character responds to major events orally and in writing (sentence frames
when necessary); identify major events and how each character reacts.
RL6: complete a story graphic organizer where they list character name and character point of
view; identify the difference in two or more characters’ points of view after a read aloud (e.g.
matching dialogue with character who said it) orally; read text in different voices to match
character’s point of view/attitude.
RL 7: provide textual and/or illustration evidence as direct support when answering 5 W’s & H
questions about character, setting, plot and events orally and in writing.
W2
-introduce a topic
-use facts & definitions to develop points
-use supporting detail sentences with transition words in them
-write a concluding statement
-complete graphic organizers/Thinking Maps that plan out an informative/expository writing piece
-use the completed graphic organizers/Thinking Maps to write an informative/explanatory writing in
correct form
Grade: 2
Standards:
RL3: Describe how characters in a story respond to major events
and challenges.
RL6: Acknowledge differences in the points of view of
characters, including by speaking in a different voice for each
character when reading dialogue aloud.
RL7: Use information gained from the illustrations and words in
a print or digital text to demonstrate understanding of its
characters, setting, or plot.
W2: Write informative/explanatory texts in which they introduce
a topic, use facts and definitions to develop points, and provide a
concluding statement or section.
Prereading activities:




Social Studies book pages 148-149: The Star Spangled Banner
 Practicing this song with the students will help them understand Ramona’s confusion with the lyrics.
 Discuss what “by the dawn’s early light” means.
Tell students that the book they are going to read is about a little girl in Kindergarten.
“What questions would Ramona have before going to Kindergarten?”
Students record their 5W and H questions in a flip book, journal, folder, etc.
Ramona the Pest
Questions
Who?
What?
Where?
When?
Why?
Chapter 1: Part 1: pgs. 1-13
Vocabulary
pest n. an annoying or troublesome person “I am not a pest,” Ramona Quimby told her big sister.
stamped v. to bring your foot down hard on the ground “No”, said Ramona, and stamped her foot.
introduce v. to bring people together so they know each other by name “It would be lots of fun to...introduce you to the kindergarten teacher.”
fuss n. a quarrel or noisy fight “Don’t make a great big noisy fuss.”
intersection n. the place where two streets cross each other “When the group reached the intersection...”
present n. a gift or the time that is now “Sit here for the present,” she said with a smile.
Discussion Questions:

Who are the characters in the story? RL7

What are the most important events that happened in the story? How do you know? RL7

Can you find an illustration that tells you how a character is feeling? Pages 3 and 10 RL 7
2
revised 3-4-14
Language Arts Unit: Characters in Fiction and Nonfiction




Timeframe: 8 weeks
Grade: 2
Do you think Miss Binney is really going to give Ramona a present on the first day? Could her teacher have meant something different than a box with fancy
wrapping paper and a bow?
The author says that Ramona “was a girl who could not wait.” What does that mean?
Why doesn’t Ramona want Beezus and Mary Jane to take her to school?
Can you explain why Ramona enjoyed being her mother’s baby, but did not enjoy being called her mother’s baby? What is the difference? (The teacher may
just have to explain this answer)
Tasks:




Start a Story Map (see example in Appendix A) Add to the Story Map throughout the story as you learn more about characters and events. RL7
A newspaper is written so that the first paragraph tells the who, what, where, when, why, and how. This paragraph is called the lead. Choose a newspaper story
for an example. (See appendix D for a story you may use). Have your students point out the lead, and then identify the 5 W’s and H. RL7
a. The word “lead” is a multiple meaning word, just like “present”.
b. More examples from the story are: stamp, duck, spring, cross, part.
Have students practice identifying the 5W’s and the H with this section of the story. This can also serve as a review activity before reading the next section.
Ramona is inquisitive. Shades of meaning:
nosy
prying
inquisitive
inquiring
curious
questioning
interested
Chapter 1: Part 2: pgs. 13-24
Vocabulary
springs n. an elastic device, such as a coil of wire, that returns to its original shape after being compressed or extended. “It was reddish-brown and hung in curls
like springs that touched her shoulders and bounced as she walked.”
budge v. to move slightly “Difficult though waiting was for her, Ramona did not budge.”
baffled adj. completely confused or bewildered “If Miss Binney had looked puzzled before, she now looked baffled.”
misunderstanding n. a wrong idea of what someone meant, thinking of a word in the wrong sense “Ramona, I’m afraid we’ve had a misunderstanding.”
Discussion Questions:

What else have we learned about the characters in the story? RL7

What are the most important events that happened in the story? How do you know that they are the most important? RL7

What does Ramona find so interesting about Susan and Davy?

How do the other students feel about Ramona getting a “present”? Do you think Miss Binney likes Ramona best?

What does Ramona really want to learn in kindergarten?

What is the important question that Ramona wants to ask about the Mike Mulligan book? Do you think this is an important part of the story and a good question
to ask?
Tasks:

Shades of meaning for baffled.
baffled
bewildered
puzzled
confused
understand
3
comprehend
know
revised 3-4-14
Language Arts Unit: Characters in Fiction and Nonfiction
Timeframe: 8 weeks
Grade: 2
Chapter 1: Part 3: pgs. 24-36
Vocabulary
disappointment n. let down “...Ramona’s spirits recovered quickly from her disappointment.”
scowled v. to frown or wrinkle the face in anger “Ramona merely scowled and made a face at Howie...”
enticingly adv. attractively, temptingly “Susan was jumping up and down, too, and her curls bobbed enticingly.”
shrieked v. to scream in pain or fear “Ow-ow-ow” shrieked Susan, the center of everyone’s attention.
Discussion Questions:

What are the most important events that happened in the story? How do you know? RL7

What do the illustrations help us understand about this chapter? Pages 26 and 31 RL7

Why does Ramona end up sitting on the bench during the game? Was this fair?

How does Ramona try to show Miss Binney that she is the best rester? Did it work?

What was Ramona’s point of view about kindergarten after her first day? What was Howie’s point of view about kindergarten after his first day? RL6
Tasks:

Start a Character Response Chart. Chart how characters felt, how they thought, and what they did. RL3
Event
Sitting on the bench
during the game


Ramona’s Response
Howie’s Response
felt: sad, ashamed
felt: happy
thought: she didn’t want to sit out, didn’t want
to be called a cry baby
thought: he was glad
Ramona was in trouble
did: sat on the bench
did: grinned at Ramona
Write a summary of this chapter. RL3, RL7
Students write a main idea statement for each illustration in this chapter. What details support the main idea? RL7
Example: p.3 Ramona is excited about starting Kindergarten. Details: She has a book. She is smiling broadly. She is marching happily.
4
revised 3-4-14
Language Arts Unit: Characters in Fiction and Nonfiction
Timeframe: 8 weeks
Week 2:
Learning Targets:
RL3: -describe how a character responds to major events orally and in writing
(sentence frames when necessary);-identify major events and how each character
reacts.
RL6: -be able to complete a story graphic organizer where they list character name
and character point of view;-be able to identify the difference in two or more
characters’ points of view after a read aloud
-read text in different voices to match character’s point of view/attitude.
RL 7: -provide textual and/or illustration evidence as direct support when answering 5
W’s & H questions about character, setting, plot and events orally and in writing.
W1: State an opinion and supply reasons that support their opinion.
Grade: 2
Standards:
RL3: Describe how characters in a story respond to major events and
challenges.
RL6: Acknowledge differences in the points of view of characters, including
by speaking in a different voice for each character when reading dialogue
aloud.
RL7: Use information gained from the illustrations and words in a print or
digital text to demonstrate understanding of its characters, setting, or plot.
W 1 Write opinion pieces in which they introduce the topic or book they are
writing about, state an opinion, supply reasons that support the opinion, use
linking words (e.g., because, and, also) to connect opinion and reasons, and
provide a concluding statement or section.
Chapter 2: Part 1: pgs. 37-50
Vocabulary
rummaged v. to make a hasty search “She rummaged around in her toy box and finally dragged out her favorite doll...”
lend v. to grant the use of something on condition it will be returned “Ramona, I think it would be nice if you ran in the house and found something to lend Howie to
take to school,” said Mrs. Quimby.
thrust v. to push forcibly, to shove When Ramona thrust the rabbit into Howie’s hand, Mrs. Kemp said, “Say thank you, Howie.”
grateful adj. thankful, appreciative “Howie looked grateful, but his mother thrust the rabbit into his hands anyway.”
ignored v. to pay no attention to something “Miss Binney ignored the giggles and snickers.”
understood v. to grasp the importance of something “Miss Binney understood.”
Discussion Questions:

What are the most important events that happened in the story? How do you know? RL7

What do the illustrations help us understand about this chapter? Page 45 RL7

Why does Ramona think Miss Binney is “not like most grown-ups” (p 47)?

Why do you think Miss Binney gave the bunny a ribbon?
Tasks:



Add Show and Tell to the Character Response Chart. Write responses for Ramona and for Beezus. RL7
Shades of meaning for thrust.
thrust-shove-push-put-place
Add questions to the flip book.
Chapter 2: Part 2: pgs. 50-54
Vocabulary
responsibility n. the act of being reliable or dependable “Howie needs to learn responsibility,” Mrs. Kemp was saying.
argument n. a point about which people disagree “The two mothers were so busy talking...they paid no attention to the argument.”
Discussion Questions:

What are the most important events that happened in the story? How do you know? RL7

Can you find an illustration that tells you how a character is feeling? Page 52 RL 7

What is Ramona’s argument to keep the ribbon? What is Howie’s argument?
5
revised 3-4-14
Language Arts Unit: Characters in Fiction and Nonfiction
Timeframe: 8 weeks
Grade: 2
Stop reading on page 54, after Mrs. Kemp says they can share the ribbon.
Tasks:

Opinion writing: Who should keep the ribbon? W1
_____ should keep the ribbon.
Chapter 2: Part 3: pgs. 54-62
Vocabulary
polite adj. appropriate, kind “Howie, that’s not polite,” said his mother.
pliers n. a tool with pincers for bending things
screwdriver n. a tool with a handle and long shaft for turning screws “I could take off one of the wheels if I had some pliers and a screwdriver,” he said at last.
indignant adj. angry when something is thought to be unfair “Ramona was indignant.”
lopsided adj. leaning to one side “...she managed to balance herself and ride down the driveway in a... lopsided fashion.”




How do Ramona and Howie work out a deal?
Explain how Howie turns Ramona’s tricycle into a two-wheeler.
Can you find an illustration that tells you how a character is feeling? Pages 60-61 RL 7
How have the feelings between Ramona and Howie changed from the beginning to the end of this chapter? RL6, RL7
Tasks:


Write a summary of this chapter. RL3, RL7
Students write a main idea statement for each illustration in this chapter. What details support the main idea? RL7
Chapter 3: Part 1: pgs. 63-72
Vocabulary
scrambled v. to move hurriedly “There were two kinds of children who went to kindergarten- ...those who scrambled to get into line...”
satisfied adj. content, happy “...but somehow Ramona was not satisfied.”
interesting adj. exciting, pleasing “Ramona studied her own drawing and decided she would have to do something to make it more interesting.”
swirls n. a shape that curls, coils, or twists “After considering various colors of crayon, she selected the black and drew big black swirls coming from the windows.”
Discussion Questions:

What are the most important events that happened in the story? How do you know? RL7

What do the illustrations help us understand about this chapter? Page 64 RL7

Can you find an illustration that tells you how a character is feeling? Page 67 RL 7

How does Ramona show she likes Davy? How does the class react?

How does Ramona make the picture of her house look more interesting?
6
revised 3-4-14
Language Arts Unit: Characters in Fiction and Nonfiction
Timeframe: 8 weeks
Grade: 2
Tasks:


Add Ramona drawing black swirls on her house picture to the Character Response Chart. RL7
Add Miss Binney’s response and the class’s response.
Opinion writing: Do you think Ramona is a pest? W1
Ramona is/is not a pest.
Chapter 3: Part 2: pgs. 72-82
Vocabulary
unfair adj. not just or even “...she had learned to watch for unfair situations.”
bewildered adj. confused and lost “Davy looked bewildered.”
cross adj. angry and annoyed “Miss Binney’s voice, although not exactly cross, was not her usual gentle voice.”
glared v. to stare with an angry look “Davy glared at Ramona as he took his eraser and scrubbed out half his D a second time.”
Discussion Questions:

What are the most important events that happened in the story? How do you know? RL7

Can you find an illustration that tells you how a character is feeling? Page 75 RL 7

Ramona gets distracted easily. What is distracting her today?

Why does Ramona want an extra letter at the end of her name?

How does she make the extra letter interesting?

How does Miss Binney respond to Davy’s writing?
Tasks:



Add Miss Binney said, “Ramona is not the Kindergarten teacher” to the Character Response Chart. Write responses for Ramona and Davy.
Write a summary of this chapter. RL3, RL7
Students write a main idea statement for each illustration in this chapter. What details support the main idea?
7
revised 3-4-14
Language Arts Unit: Characters in Fiction and Nonfiction
Timeframe: 8 weeks
Week 3:
Learning Targets:
RL3: -describe how a character responds to major events orally and in writing (sentence frames when
necessary);-identify major events and how each character reacts.
RL6: -be able to complete a story graphic organizer where they list character name and character
point of view;-be able to identify the difference in two or more characters’ points of view after a read
aloud (e.g. matching dialogue with character who said it) orally;-read text in different voices to match
character’s point of view/attitude.
RL 7: -provide textual and/or illustration evidence as direct support when answering 5 W’s & H
questions about character, setting, plot and events orally and in writing.
W3: Write a narrative to recount an event or sequence of events, introduce the event or sequence of
events, provide elaboration sentences that describe actions, thoughts, and feelings, use temporal
words, write a conclusion.
Grade: 2
Standards:
RL3: Describe how characters in a story respond to major
events and challenges.
RL6: Acknowledge differences in the points of view of
characters, including by speaking in a different voice for each
character when reading dialogue aloud.
RL7: Use information gained from the illustrations and words
in a print or digital text to demonstrate understanding of its
characters, setting, or plot.
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.
Chapter 4: Part 1: pgs. 83-95
Vocabulary
weighed v. heavily burdened
trudged v. to walk wearily along “Ramona and Howie, weighed down by the responsibility of walking themselves to school, trudged off down the street.“
executed v. to perform or complete something
about-face n. a complete, turn around - a 180 degree turn “Directly in front of Ramona, Henry executed a sharp about-face like a real soldier.”
deserted v. abandoned, left totally alone “What are we going to do?” she asked, feeling as if she had been deserted by Miss Binney.
disloyal adj. unfaithful, showing a lack of love “Still feeling that Miss Binney was disloyal to stay away from school, Ramona made up her mind...”
Discussion Questions:

What are the most important events that happened in the story? How do you know? RL7

What do the illustrations help us understand about this chapter? Page 87RL7

What are the rules Ramona and Howie have for crossing the street? How do they feel about walking themselves to school?

Would Ramona’s mother be pleased with the way Ramona behaves with Henry Huggins? Why do you think Ramona acts this way?

How do the children feel when they discover there is a substitute teacher in their classroom?

What does Ramona decide to do to show how strongly she feels about the substitute?
Tasks:



shades of meaning for trudged: trudged – plodded – trekked – hiked - walked
Add “Substitute Teacher” to the Character Response Chart. Add responses for Ramona, Howie, and Susan. RL7
Add questions to the flip book.
8
revised 3-4-14
Language Arts Unit: Characters in Fiction and Nonfiction
Timeframe: 8 weeks
Grade: 2
Chapter 4: Part 2: pgs. 95-105
Vocabulary
pitifully adv. in a way that shows misery and sadness “She sniffed pitifully.”
discomfort n. hardship, uneasiness “In the midst of all the excitement, Ramona felt a new discomfort.”
catch it v. to receive a punishment “You’re really going to catch it.”
defeat n. losing “Ramona had to admit defeat.”
Discussion Questions:

What are the most important events that happened in the story? How do you know? RL7

Can you find an illustration that tells you how a character is feeling? Pages 98 and 101 RL 7

How is Ramona discovered?

What happens when Ramona returns to her classroom?
Tasks:


Write a summary of this chapter. RL3, RL7
Students write a main idea statement for each illustration in this chapter. What details support the main idea? RL7
CFA: Students create a Character Response Chart: Ramona is discovered by the trashcans. Write responses for Beezus, the yard teacher, and the principal.
Chapter 5: Part 1: pgs. 106-119
Vocabulary
sensible adj. showing good thinking, practical “Ramona be sensible,” said Mrs. Quimby.
sulky adj. gloomy or withdrawn “Ramona realized she looked sulky, but she could not help herself.”
downhearted adj. sad, depressed “Ramona was so downhearted that she did not even tease Henry Huggins when he led her across the street.”
Discussion Questions:

What are the most important events that happened in the story? How do you know? RL7

Can you find an illustration that tells you how a character is feeling? Page 108 and 117 RL 7

What does Mrs. Quimby want Ramona to be sensible about?

What does Ramona do every time she has to wear the brown boots? Why?

How does the shoe salesman help Ramona finally get the boots she wants?
Tasks:


Shades of meaning with sulky: sulky – cross – grouchy – moody – content – glad – pleased – cheery - delighted
Narrative writing - Think about how Ramona responded to her new boots. Write about a time you received something new. What were your thoughts, feelings,
and actions? W3
9
revised 3-4-14
Language Arts Unit: Characters in Fiction and Nonfiction
Timeframe: 8 weeks
Grade: 2
Chapter 5: Part 2: pgs. 120-133
Vocabulary
tempting adj. alluring, attractive “It was the best mud, the muddiest mud, the most tempting mud.”
quiver v. to tremble, shake slightly “Ramona’s chin began to quiver.”
sobbed v. to cry without control “I d-don’t know,” sobbed Ramona.
emergency n. a serious situation that requires immediate action “But this is an emergency, Miss Binney pointed out.”
enthusiastic adj. excited, interested “Henry did not seem very enthusiastic as he splashed across the street, and when he came to the mud he heaved a big sigh before
he stepped into it.”
horror n. a feeling of shock or fear “Then, to Ramona’s horror, she found herself being lifted right out of her beautiful new boots.”
Discussion Questions:

What are the most important events that happened in the story? How do you know? RL7

Can you find an illustration that tells you how a character is feeling? Page 129 RL 7

Does Ramona ever listen to anyone? Can you find a time in the story that she took someone’s advice?
Refer back to the text and to the summaries students have written.

How would Henry describe Ramona?
Henry
Ramona
Tasks:




Shades of meaning with sobbed. Sobbed – cried – wept – frowned - smiled
Ramona’s mother
Create a character web for Ramona showing others’ points of view about Ramona.
Write a summary of this chapter. RL3, RL7
Students write a main idea statement for each illustration in this chapter. What details support the main idea? RL7
Beezus
Chapter 6: Part 1: pgs. 134-145
Vocabulary
shivery adj. trembling from fear “Ramona liked scaring people, and she liked the shivery feeling of being scared herself.”
ghastly adj. shockingly frightful
summon v. gather together “The face was so ghastly that Ramona had to remind herself that it was only a rubber mask from the dime store before she could summon
enough courage to pick it up and slip it over her head.”
muffled adj. made softer or less loud or clear “I’m the baddest witch in the world!” she shouted, her voice muffled by the mask...
stampeding v. to rush like a herd of animals “When kindergarten was finally dismissed, the whole class forgot the rules and went stampeding out the door.”
elastic n. a rubber band-like material or fabric that stretches and returns its shape “Ramona had doubts about that elastic -”
Discussion Questions:

What are the most important events that happened in the story? How do you know? RL7

What do the illustrations help us understand about this section? Pages 138 and 142 RL7

What does Ramona want to be for Halloween? Why is she especially excited about this year?

Why does Ramona keep using the made-up word baddest?

Why does she hide the mask?
Tasks:

Shades of meaning with stampeding: stampeding – charging – dashing – running – jogging – walking – strolling

Compare and contrast writing - How does Ramona feel about the mask? How does Howie feel about his costume? The teacher may create a Venn diagram or
Double Bubble Map to plan with the students before they write. RL6
10
revised 3-4-14
Language Arts Unit: Characters in Fiction and Nonfiction
Timeframe: 8 weeks
Week 4:
Learning Targets:
RL3: -describe how a character responds to major events orally and in writing (sentence frames when
necessary);-identify major events and how each character reacts.
RL6: -be able to complete a story graphic organizer where they list character name and character point
of view;-be able to identify the difference in two or more characters’ points of view after a read aloud
(e.g. matching dialogue with character who said it) orally;-read text in different voices to match
character’s point of view/attitude.
RL 7: -provide textual and/or illustration evidence as direct support when answering 5 W’s & H
questions about character, setting, plot and events orally and in writing.
W2
-introduce a topic
-use facts & definitions to develop points
-use supporting detail sentences with transition words in them
-write a concluding statement
-complete graphic organizers/Thinking Maps that plan out an informative/expository writing piece
-use the completed graphic organizers/Thinking Maps to write an informative/explanatory writing in
correct form
Grade: 2
Standards:
RL3: Describe how characters in a story respond to major
events and challenges.
RL6: Acknowledge differences in the points of view of
characters, including by speaking in a different voice for each
character when reading dialogue aloud.
RL7: Use information gained from the illustrations and words
in a print or digital text to demonstrate understanding of its
characters, setting, or plot.
W2: Write informative/explanatory texts in which they
introduce a topic, use facts and definitions to develop points,
and provide a concluding statement or section.
Chapter 6: Part 2: p. 145-158
Vocabulary
resist v. to withstand the force of something “Ramona was unable to resist.”
tweaked v. to pinch, pluck, or twist sharply “After weeks of longing she tweaked one of Susan’s curls, and yelled, ‘Boing!’ through her rubber mask.”
terrifying adj. extremely frightening “With that terrifying thought Ramona snatched off her mask...”
dreadful adj. awful, terrible “How cool the air felt outside that dreadful mask!”
Discussion Questions:

What are the most important events that happened in the story? How do you know? RL7

Can you find an illustration that tells you how a character is feeling? Pages 146-147, 152 RL 7

How would you describe Ramona’s behavior on the playground?

What was the scariest feeling Ramona had ever experienced that day?
Tasks:




Create a feelings flow chart to show how Ramona’s feelings changed throughout this chapter.
Write a summary of this chapter. RL3, RL7
Students write a main idea statement for each illustration in this chapter. What details support the main idea? RL7
Write a newspaper article about this chapter, answering the 5W and How questions.
 Begin with a prewrite:
o Fold paper into 8 squares.
o Label each square – Who?, What?, Where?, When?, Why?, How?, Quote, Illustration
o Complete each box
 See template in Appendix D for the article. RL 7, W 2
11
revised 3-4-14
Language Arts Unit: Characters in Fiction and Nonfiction
Timeframe: 8 weeks
Grade: 2
Chapter 7: pgs. 159-179
Vocabulary
suspicions n. doubts, uncertainties “Ramona had her suspicions about the tooth fairy.”
trust v. to place your confidence in someone “I’m going to trust you to stay all by yourself for a little while before you start to school.”
anxious adj. worried, uneasy “She could not see why her mother was anxious.”
serious adv. somber, grave, weighty, important “Ramona had never seen her teacher look so serious.”
Discussion Questions:

What are the most important events that happened in the story? How do you know? RL7

What do the illustrations help us understand about this section? Page 163 RL7

Can you find an illustration that tells you how a character is feeling? Page 168, 173, and 177 RL 7

Explain how Ramona got confused about what time she should leave for school.

Ramona pulls Susan’s hair two times in this chapter. Why did she do it? What was Miss Binney’s reaction?
Tasks:



Write a summary of this chapter. RL3, RL7
Shades of meaning with anxious: anxious – nervous – worried – concerned – eager - excited
Students write a main idea statement for each illustration in this chapter. What details support the main idea? RL7
Chapter 8: Part 1: pgs. 180-194
Vocabulary
exasperated adj. irritated to a high degree “Mrs. Quimby was exasperated.”
suspense n. a feeling of uncertainty about what is going to happen “Finally she could stand the suspense no longer.”
negative adj. not positive, unpleasant “negative desire for attention”
dropout n. someone who leaves school before it is completed and doesn’t return “Guess what! Ramona is a kindergarten dropout!”
sympathy n. a feeling or an expression of pity or sorrow for someone’s unhappiness “Sympathy made things worse.”
Discussion Questions:

What are the most important events that happened in the story? How do you know? RL7

Can you find an illustration that tells you how a character is feeling? Page 189 and 191 RL 7

How did Ramona answer her mother’s questions when she got home from school?

How did Ramona answer her father’s questions that night? Why?

How does The Star Spangled Banner upset Ramona? How does she behave in her room?
Tasks:

Chart the major events in the story, perhaps one from each chapter. Students will use this and the Character Response Chart to complete the summative
assessment.
12
revised 3-4-14
Language Arts Unit: Characters in Fiction and Nonfiction
Timeframe: 8 weeks
Grade: 2
Chapter 8: Part 2: pgs. 194-211
Vocabulary
boring adj. dull, tiresome “There followed the most boring morning of Ramona’s entire life.”
despaired v. to lose all hope “Ramona despaired. Nobody understood.”
predicament n. an unfortunate or difficult situation “Ramona soon discovered the other children in the neighborhood were fascinated by her predicament.”
truant officer n. an official who investigates unauthorized absences from school “How come the truant officer doesn’t make you go to school?”
Discussion Questions:

What are the most important events that happened in the story? How do you know? RL7

Can you find an illustration that tells you how a character is feeling? Pages 196, 197, 207, and 211 RL 7

What makes Ramona want to go back to school?

What has Ramona learned?
Tasks:


Write a summary of this chapter. RL3, RL7
Students write a main idea statement for each illustration in this chapter. What details support the main idea? RL7
Summative Assessment:

Accordion fold a piece of paper into 4 parts.

Choose three events from the story and describe how Ramona responded to each event. Students use the chart of major events and the Character Response
Chart to complete this assessment. RL6, RL7
Example:
Name:
Ramona the Pest
Event 1…
Ramona felt…
Ramona thought…
Ramona…
Event 2…
Ramona felt…
Ramona thought…
Ramona…
Event 3…
Ramona felt…
Ramona thought…
Ramona…
13
revised 3-4-14
Language Arts Unit: Characters in Fiction and Nonfiction
Timeframe: 8 weeks
Week 5:
Learning Targets:
RI 5: Actively participate in whole group discussions about text features and the
information each provides; -actively participate in whole group charting of various
text features and listing the information each provides to the reader and where you
find each feature
RI6: Use sentence frames to orally and in writing tell the main purpose of a text
RI7: Actively participate in whole class discussions and charting of how specific
images contribute to and clarify a text
RI8: independently tell how reasons support specific points the makes in a text
orally and in writing.
Grade: 2
Standards:
RI5: Know and use various text features (e.g., captions, bold print, subheadings,
glossaries, indexes, electronic menus, icons) to locate key facts or information in a
text efficiently.
RI6: Identify the main purpose of a text, including what the author wants to
answer, explain, or describe
RI7: Explain how specific images (e.g., a diagram showing how a machine works)
contribute to and clarify a text.
RI8: Describe how reasons support specific points the author makes in a text.
RI9: Compare and contrast the most important points presented by two texts on the
same topic.
Introduce biographies
In Ramona the Pest, Ramona seemed like a real little girl, but the author made her up. When an author writes a story about a real person and real events that occurred,
that is called a biography.
Tasks:



HMR Theme 5 pages 264-5: Focus on Biography
 Explain the photograph to the students. Many people have written biographies about George Washington. He was a real person.
 Read the “What is a biography?” section on page 265 with the students.
 Go over the Table of Contents, reminding students that this is a text feature of informational text.
Review the following items to look for when reading biographies
 What are some interesting characteristics of the person?
 What contributions has the person made?
 What experiences has the person had?
Read Reach for the Stars: The Ellen Ochoa Story on pages 266-271 in HMR Theme 5.
 P. 266 – What contribution has Ellen Ochoa made to history?
 P. 268 – What characteristic describes Ellen Ochoa?
 P. 271 – What experiences has she had?
 Start a chart or a Tree Map:
Biography
Characteristics
Contribution
Experiences
Ellen
Ochoa
Ellen Ochoa
Theodore Roosevelt
Characteristics Contribution Experiences
________
________
________
________
Wilma Rudolph
________
________
14
revised 3-4-14
Language Arts Unit: Characters in Fiction and Nonfiction
Timeframe: 8 weeks

Read President Theodore Roosevelt on pages 272-276 in HMR Theme 5.
 P. 273 – What characteristics describe TR?
 P. 274 – What experiences has he had?
 P. 275 – What contribution has TR made to history?
 Add to the chart or make a Tree Map.

Read Wilma Rudolph: Olympic Track Champion on pages 277-281 in HMR Theme 5.
 P. 277-279 – What characteristics describe Wilma Rudolph?
 P. 279-281 – What contributions has Wilma Rudolph made to history?
 P. 280-281 timeline - What experiences has she had?
 Add to the chart or make a Tree Map.
15
Grade: 2
revised 3-4-14
Language Arts Unit: Characters in Fiction and Nonfiction
Week 6:
Learning Targets:
RI 5: Use various text features to locate key facts or information in a text
efficiently.
RI6: Use sentence frames to orally and in writing tell the main purpose of a text
RI7: Actively participate in whole class discussions and charting of how
specific images contribute to and clarify a text
RI8: independently tell how reasons support specific points the makes in a text
orally and in writing.
RI9: complete a compare/contrast graphic organizer that shows the most
important points in the two texts on the same topic in whole class discussions.
W2
-introduce a topic
-use facts & definitions to develop points
-use supporting detail sentences with transition words in them
-write a concluding statement
-complete graphic organizers/Thinking Maps that plan out an
informative/expository writing piece
-use the completed graphic organizers/Thinking Maps to write an
informative/explanatory writing in correct form
Tasks:



Timeframe: 8 weeks
Grade: 2
Standards:
RI5: Know and use various text features (e.g., captions, bold print, subheadings,
glossaries, indexes, electronic menus, icons) to locate key facts or information in a
text efficiently.
RI6: Identify the main purpose of a text, including what the author wants to answer,
explain, or describe
RI7: Explain how specific images (e.g., a diagram showing how a machine works)
contribute to and clarify a text.
RI8: Describe how reasons support specific points the author makes in a text.
RI9: Compare and contrast the most important points presented by two texts on the
same topic.
W2: Write informative/explanatory texts in which they introduce a topic, use facts
and definitions to develop points, and provide a concluding statement or section.
Model how to write a biography
 Start a chart or a Tree Map on a person, using at least two different texts:
o Model with Abraham Lincoln
characteristics
contributions
 http://www.ducksters.com/biography/uspresidents/abrahamlincoln.php
 http://video.nationalgeographic.com/video/kids/history-kids/abraham-lincoln-kids/
 Or you may use books from the library about Lincoln
 Using a 4-square or other graphic organizer, compile the information about Lincoln.
Abraham Lincoln
 Write a paragraph about Lincoln.
experiences
 Optional – create a timeline
In partners or small groups, students work together to gather information about a person from two sources.
 Start a chart or a Tree Map on a person, using at least two different texts.
 Using a 4-square or other graphic organizer, compile the information about the person.
 Write a paragraph about the person.
 Optional – create a timeline
If time permits, complete a Venn diagram or Double Bubble map to compare and contrast the astronauts Sally Ride and Ellen Ochoa.
Resources: (or teachers may choose their own biographies)
 George Washington Carver
 http://www.ducksters.com/biography/george_washington_carver.php
 Social Studies Textbook p.246
 Or you may use books from the library
16
revised 3-4-14
Language Arts Unit: Characters in Fiction and Nonfiction


Timeframe: 8 weeks
Grade: 2
Jackie Robinson
 http://www.ducksters.com/sports/jackie_robinson.php
 Jackie Robinson leveled reader from Social Studies program
 Or you may use books from the library
Sally Ride
 http://www.ducksters.com/biography/women_leaders/sally_ride.php
 http://www.timeforkids.com/news/chat-sally-ride/10901
 Or you may use books from the library
17
revised 3-4-14
Language Arts Unit: Characters in Fiction and Nonfiction
Timeframe: 8 weeks
Weeks 7 and 8
Learning Targets:
RI 5: Use various text features to locate key facts or information in a text efficiently.
RI6: Use sentence frames to orally and in writing tell the main purpose of a text
RI7: Actively participate in whole class discussions and charting of how specific images contribute
to and clarify a text
RI8: independently tell how reasons support specific points the makes in a text orally and in
writing.
RI9: complete a compare/contrast graphic organizer that shows the most important points in the
two texts on the same topic in whole class discussions.
W2
-introduce a topic
-use facts & definitions to develop points
-use supporting detail sentences with transition words in them
-write a concluding statement
-complete graphic organizers/Thinking Maps that plan out an informative/expository writing piece
-use the completed graphic organizers/Thinking Maps to write an informative/explanatory writing
in correct form
Grade: 2
Standards:
RI5: Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
RI6: Identify the main purpose of a text, including what the author
wants to answer, explain, or describe
RI7: Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
RI8: Describe how reasons support specific points the author
makes in a text.
RI9: Compare and contrast the most important points presented by
two texts on the same topic.
W2: Write informative/explanatory texts in which they introduce a
topic, use facts and definitions to develop points, and provide a
concluding statement or section.
Tasks:
Summative Assessment (W2):
Biography writing project for the last two weeks. (The appendix has sample forms.)
 Continue the process of charting or using Tree Maps.
 Choose a project for the biographies
 Paragraph and timeline
 Newspaper article
 Poster board presentation
 Cut a hole for the student’s face.
 Decorate the board with items that represent the person.
 Students stand with their head through the hole to do a presentation.
 Interview a classmate, a staff member, or an older student.
 Use construction paper to decorate a bust of the person.
 Class pairs up with another class to interview each other. They present to their own class to learn more about the other class.
Resources: (or teachers may choose their own biographies)
 Leveled biographies from the Social Studies program
 Celia Cruz
 Rachel Narlock
 Jay Beckwith
 Wilson Riles
 Social Studies textbook
 p.26 Josefina Fierro Bright
 p.112 John Muir
18
revised 3-4-14
Language Arts Unit: Characters in Fiction and Nonfiction

Timeframe: 8 weeks
Grade: 2
 p.200 Golda Meir
Websites
 http://www.ducksters.com/biography/women_leaders/marie_curie.php
 http://www.ducksters.com/biography/scientists/louis_pasteur.php
 http://www.ducksters.com/biography/albert_einstein.php
 http://www.ducksters.com/history/native_americans/sitting_bull.php
19
revised 3-4-14