Necessary cookies are absolutely essential for the website to function properly. After finishing the chapter, we created this chart to compare the two girls. On day two of our close reading, we jumped into chapter two and learned more about these two sisters. As we progressed through the book, we studied by Beezus felt that way about Ramona and why the author choose that word over “annoying”. Our first discussion of this word was mostly about what it meant. This word is used a lot in the book, I knew it was a perfect chance to stretch our vocabulary. While the students read, we discussed the word, “exasperating”. Then we jumped in and read the first chapter. On the heels of that discussion, I passed out copies of “Beezus and Ramona” and gave a very brief description of the story and the characters. If they didn’ t have a younger sibling, when it was their turn to speak, I had them share how they think they would feel having a younger brother or sister. Then at their table groups, students discussed how they felt about their younger siblings. ![]() Such a great way to illustrate the strained relationship that often happens between older and younger siblings! We discussed how Arthur felt about his sister during in the beginning of the clip and how he had changed at the end.
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