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Running head: CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 1

Charlotte’s WebLiterature Focus Unit

Teacher: Jessica Davis

Grade Level: Third

Developed Spring 2015

CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 2

Table of Contents

Charlotte’s Web: Book Information Guide

Book Summary

Author Study: E.B White

Massachusetts Curriculum Frameworks Addressed

Literature Focus Unit: Day-by-Day Overview

Literature Focus Unit: Goals

Literature Focus Unit: Daily Plans

Literature Focus Unit: Activities

Daily Activities (Optional)

Charlotte’s Web Bookmarks

Letter to Farmer Zuckerman

County Fair Flyer

Spider Webs

Video

Literature Focus Unit Checklist

Materials Master List


Charlotte’s WebE.B. White

Book Information Guide

Book: Charlotte’s Web

Author: E.B. White

Illustrator: Garth Williams

Publisher: Harper Collins, October 15, 1952

ISBN: 9780064400558

Book Awards:

Newbery Medal

Reading and Interest Levels:

Lexile Measure: 680L

Guided Reading Level: R

Grade Level Equivalent: 4.9

Interest: Grades 3 – 6

Genre: Children’s Fictional Novel; Classics

Theme: Building relationships, friendships, animation

Book Summary:

Charlotte’s Web is a story about a little pig named Wilbur and his friendship with a spider named

Charlotte. Being the runt of the litter, it was predicted that Wilbur “would never amount to

anything.” A young girl named Fern takes pity on the pig and nurtures him until he is strong.

When Wilbur is sent to live on Zuckerman’s farm, he quickly learns that he is doomed to be

slaughtered. Charlotte, the clever spider, comes up with a plan to save her dear friend Wilbur’s

life.


Author Biography

E.B. White is the author of the award winning

children’s books Charlotte’s Web and Stuart

Little. He was born in New York and graduated

from Cornell University, then went on to work for

The New Yorker magazine. After writing

seventeen books of prose and poetry, along with

several adult books, he decided to try writing

children’s books. White drew much of his

inspiration for Charlotte’s Web from the farm in

Maine that he lived on. He also describes a time

when he felt pity on a pig that was about to be

slaughtered; this gave him the idea to write about

Wilbur. Many of White’s own farm animals have

been incorporated into his stories.


Massachusetts Curriculum Frameworks

English Language Arts

Strand: Reading Standards for Literature

Key Ideas and Details

RL.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to

the text as the basis for the answers.

RL.3.2 - Recount stories, including fables, folktales, and myths from diverse cultures; determine

the central message, lesson, or moral and explain how it is conveyed through key details in the

text.

RL.3.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain

how their actions contribute to the sequence of events.

Craft and Structure

RL.3.4 - Determine the meaning of words and phrases as they are used in a text, distinguishing

literal from nonliteral language.

RL.3.5 - Refer to parts of stories, dramas, and poems when writing or speaking about a text,

using terms such as chapter, scene, and stanza; describe how each successive part builds on

earlier sections.

RL.3.6 - Distinguish their own point of view from that of the narrator or those of the characters.

Integration of Knowledge and Ideas

RL.3.MA.8.A - Identify elements of fiction (e.g., characters, setting, plot, problem, solution) and

elements of poetry (e.g., rhyme, rhythm, figurative language, alliteration, onomatopoeia).

Range of Reading and Text Complexity

RL.3.10 - By the end of the year, read and comprehend literature, including stories, dramas, and

poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.


Strand: Reading Standards for Informational Text (Spider Webs)

Key Ideas and Details

RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to

the text as the basis for the answers.

Strand: Reading Standards: Foundational Skills

Phonics and Word Recognition

RF.3.3 - Know and apply grade-level phonics and word analysis skills in decoding words.

a. Identify and know the meaning of the most common prefixes and derivational suffixes.

b. Decode words with common Latin suffixes.

c. Decode multi-syllable words.

d. Read grade-appropriate irregularly spelled words.

Fluency

RI.3.4 - Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.

b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression

on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as

necessary.

Strand: Writing Standards

Text Types and Purposes

W.3.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons.

a. Introduce the topic or text they are writing about, state an opinion, and create an

organizational structure that lists reasons.

b. Provide reasons that support the opinion.

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect

opinion and reasons.

d. Provide a concluding statement or section.


Production and Distribution of Writing

W.3.8 - Recall information from experiences or gather information from print and digital

sources; take brief notes on sources and sort evidence into provided categories.

Strand: Speaking and Listening Standards

Comprehension and Collaboration

SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and

expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw

on that preparation and other information known about the topic to explore ideas under

discussion.

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,

listening to others with care, speaking one at a time about the topics and texts under

discussion).

c. Ask questions to check understanding of information presented, stay on topic, and link

their comments to the remarks of others.

d. Explain their own ideas and understanding in light of the discussion.

SL.3.2 - Determine the main ideas and supporting details of a text read aloud or information

presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate

elaboration and detail.

Presentation of Knowledge and Ideas

SL.3.6 - Speak in complete sentences when appropriate to task and situation in order to provide

requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 36–37 for

specific expectations.)


Strand: Language Standards

Conventions of Standard English

L.3.1 - Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and

their functions in particular sentences.

b. Form and use regular and irregular plural nouns.

c. Use abstract nouns (e.g., childhood).

d. Form and use regular and irregular verbs.

e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

f. Ensure subject-verb and pronoun-antecedent agreement.*

g. Form and use comparative and superlative adjectives and adverbs, and choose between

them depending on what is to be modified.

h. Use coordinating and subordinating conjunctions.

i. Produce simple, compound, and complex sentences.

L.3.2 - Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

a. Capitalize appropriate words in titles.

b. Use commas in addresses.

c. Use commas and quotation marks in dialogue.

d. Form and use possessives.

e. Use conventional spelling for high-frequency and other studied words and for adding

suffixes to base words (e.g., sitting, smiled, cries, happiness).

f. Use spelling patterns and generalizations (e.g., word families, position-based spellings,

syllable patterns, ending rules, meaningful word parts) in writing words.

g. Consult reference materials, including beginning dictionaries, as needed to check and

correct spellings.


Knowledge of Language

L.3.3 - Use knowledge of language and its conventions when writing, speaking, reading, or

listening.

a. Choose words and phrases for effect.*

b. Recognize and observe differences between the conventions of spoken and written

English.

Vocabulary Acquisition and Use

L.3.4 - Determine or clarify the meaning of unknown and multiple-meaning word and phrases

based on grade 3 reading and content, choosing flexibly from a range of strategies.

a. Use sentence-level context as a clue to the meaning of a word or phrase.

b. Determine the meaning of the new word formed when a known affix is added to a known

word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless,

heat/preheat).

c. Use a known root word as a clue to the meaning of an unknown word with the same root

(e.g., company, companion).

d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the

precise meaning of key words and phrases.

Science and Technology/Engineering

Strand: Life Science (Biology)

Characteristics of Plants and Animals

3.1 - Classify plants and animals according to the physical characteristics that they share.


Literature Focus Unit: Day-by-Day Overview

Day 1 Introduction

Activity (Bookmarks)

Vocab: Ch. 1 – 2

Day 7 Spelling Test

Review - Questions

Vocab: Ch. 13-15

Day 2 Read Ch. 1-2

Characterization

Vocab: Ch. 3 – 4

Day 8 R. C. 13-15

Response Questions

Activity (Flyer)

Vocab: Ch. 16 – 18

Day 3 Read Ch. 3-4

Response Questions

Vocab: Ch. 5 – 7

Day 9 R. C. 16-18

Plot/Sequence

Vocab: Ch. 19-22

Day 4 Read Ch. 5-7

Characterization

Vocab: Ch. 8 – 10

Day 10 R. C. 19-22

Main Idea & Details

Unit Review

Day 5 Read Ch. 8-10

Fact and Opinion

Vocab: Ch. 11-12

Day 11 Unit Test

Activity (Spider Web)

Day 6 R. C. 11-12

Problem/Solution

Activity (Letter to Farmer

Zuckerman)

Day 12 Spelling Test

Activity (Video)

Compare/Contrast


Literature Focus Unit: Goals

Students will engage in a guided reading lesson involving activities that target aspects of

Blooms Taxonomy: comprehension, analysis, knowledge, evaluation, and synthesis.

Students will be able to make text-to-text, text-to-world, and text-to-self connections.

Students will learn more about the theme of friendship and how it is multidimensional:

qualities of a good friend, unlikely friends, and making sacrifices for a friend.

Students will develop group collaboration skills as they complete activities tied to their

guided reading story.

Students will work with elements of fiction in writing, being able to identify underlying

themes of Charlotte’s Web.

Students will meet standards in English Language Arts and Science and

Technology/Engineering.


Literature Focus Unit: Daily Plans

Day 1: Introduction (No Homework)

Procedure:

1. Inform students of the lesson procedures

o Introduce students to the book

o Build background knowledge (Ask questions)

o Preview the book more

o Vocabulary Review: Chapters 1 and 2

o Activity: Make bookmarks

2. Introduce students to the book: Charlotte’s Web

o Look at the front cover

o Look at the back cover

o Examine the pictures

o Read the story summary on the back – what does it tell us about the book?

o Flip through the book – what do the pictures tell us?

o Make a prediction (call on students to give their predictions orally)

o Discuss story setting based on the front cover

3. Build background knowledge

o Who has visited a farm? What did you see? What did you like most about farm life?

What did you like the least?

o What is a friend? What do you like about

your best friends? Why do you think they

like you?

o Have you ever considered an animal a friend

and not just a pet?

Spider

pretty websscary


o What do you know about spiders? (Make a spider “web” on the

board – see example)

4. Preview the book more

o How many chapters are in this book? – 22 chapters

o Look at the title of each chapter. Which chapter do you think will be the most interesting

and why?

5. Vocabulary Review: Chapters 1 and 2

o Pass out Reader Response Journal Packets and Vocabulary student packets

o Introduce vocabulary for chapters 1 and 2 (use Vocabulary web packet and vocabulary

cards)

o Go over the definitions and sentences together

o Fill in antonyms, synonyms, and part of speech on the handout

6. Bookmark Activity

o Each student will receive a bookmark cutout for Charlotte’s Web to color/design

(laminate when finished)

Objectives:

o Given class time, students will be able to accurately participate in pre-reading activities

for Charlotte’s Web by E.B. White, by contributing to conversation regarding the book at

least once during the class period.

o Give class time, students will be able to create Charlotte’s Web bookmarks that

accurately display their understanding of introductory information and vocabulary for

chapters 1 and 2 of the book.

Assessment:

o Informal: Students’ participation will be monitored throughout the lesson. Their answers

to questions and performance in pre-reading activities will determine their understanding

of introductory information and vocabulary for chapters 1 and 2.

eat flies


o Formal: See objectives above.

Resources/Materials:

o Book copies of Charlotte’s Web

o Whiteboard

o Dry erase markers

o Reader Response Journal packets

o Vocabulary student packets

o Vocabulary cards

o Crayons/Markers for bookmarks

o Bookmark templates

o Web graphic organizers

Notes:

Teacher Reflections:


Day 2: Chapters 1 and 2 (No Homework)

Procedure:

1. Inform students of lesson procedure

***Make connections (sticky note activity)

o Review vocabulary for chapters 1 and 2

o Focus skill: Characterization

o Read chapters 1 and 2 (Whole class – Read aloud)

o Complete Characterization Web in Reader Response Journal packet (whole class/small

group/partners)

o Vocabulary Review: Chapters 3 and 4 (Whole class)

2. Review Vocabulary Cards for chapters 1 and 2

o Use vocabulary cards for chapters 1 and 2 to review words

o Have students review the definitions in their Reader Response Journal packets

3. Discuss focus skill: Characterization

o As students read, they should look for character traits of Fern. Look for evidence from

the story to support the trait.

4. Read chapters 1 and 2 (Whole class)

o Read chapters 1 and 2 aloud to the whole class

o Use the Reading Guide Questions to engage students and build comprehension

5. Characterization Web


o Work together as a whole class to complete the characterization web of Fern in the

Reader Response Journal packets (whole class/small group/partners)

6. Vocabulary Review: Chapters 3 and 4


cards)

o Go over the definitions and sentences together


Objectives:

o Given class time, students will be able to read chapters 1 and 2 of Charlotte’s Web and

use the information to accurately complete the Characterization chart in their Reader

Response Journals.

Assessment:

o Informal: Students’ participation will be monitored throughout the lesson. Their ability

to complete activities will determine their understanding of chapters 1 and 2 of

Charlotte’s Web and the vocabulary for chapters 3 and 4.

o Formal: See objective above.



o Reading Guide Questions handout



o Vocabulary cards

o Whiteboard


o Dry Erase markers

o Sticky notes

Notes:


Day 3: Chapters 3 and 4 (Homework: Spelling 3x Each)

Procedure:




o Focus skill: Response Questions

o Read chapters 3 and 4 (Small group)

o Complete Response Questions in small groups

o Vocabulary Review: Chapters 5, 6, and 7 (Whole class/Small group)

2. Review vocabulary cards for chapters 3 and 4



3. Discuss focus skill: Response Questions

o As students read chapters 3 and 4 in small groups, look for answers to the response

questions in the Reader Response Journal packets.

4. Read Chapters 3 and 4 (Small groups)

o Students will read chapters 3 and 4 in predetermined small groups

o Students will use the response questions in their Reader Response Journal packets to

guide comprehension


5. Response Questions

o Students will work in their small groups to answer the Response Questions in their

Reader Response Journal packets

6. Vocabulary Review: Chapters 5, 6, and 7 (Whole class/Small group)

o Introduce vocabulary for chapters 5, 6, and 7 (use Vocabulary web packet and vocabulary

cards)

o Go over the definitions and sentences together or in small groups


Objectives:


use the information to accurately complete the Response Questions in their Reader

Response Journals.

Assessment:


to complete activities will determine their understanding of chapters 3 and 4 of

Charlotte’s Web and the vocabulary for chapters 5 – 7.




o Spelling List (Cover chapters 1 – 12)




o Vocabulary cards

o Small group list

o Whiteboard

o Dry Erase markers

o Sticky notes

Notes:


Day 4: Chapters 5, 6, and 7 (Homework: Skill Page)

Procedure:



o Review vocabulary for chapters 5, 6, and 7

o Focus skill: Characterization

o Read chapters 5, 6, and 7 (Whole class – Guided reading)

o Complete Characterization Web (Partners)


2. Review Vocabulary for chapters 5, 6, and 7

o Use vocabulary cards for chapters 5, 6, and 7 to review words


3. Discuss focus skill: Characterization

o As students read, they should look for character traits of Charlotte. Look for evidence

from the story to support the trait.

4. Read Chapters 5, 6, and 7 (Whole class – Guided Reading)

o Students will read chapters 5, 6, and 7 as a whole class



5. Characterization Web

o Students will work with partners to complete the characterization web of Charlotte in the

Reader Response Journal packets


o Introduce vocabulary for chapters 8, 9, and 10 (use Vocabulary web packet and

vocabulary cards)



Objectives:

o Given class time, students will be able to read chapters 5 – 7 of Charlotte’s Web and use

the information to accurately complete the Characterization chart in their Reader

Response Journals.

Assessment:


to complete activities will determine their understanding of chapters 5 – 7 of Charlotte’s

Web and the vocabulary for chapters 8 – 10.




o Reading Response Questions handout




o Vocabulary cards

o Whiteboard

o Dry Erase markers

o Sticky notes

Notes:


Day 5: Chapters 8, 9, and 10 (Grammar Page)

Procedure:


***Review Homework



o Focus skill: Fact and Opinion

o Read chapters 8, 9, and 10 (Small group)

o Complete Fact and Opinion worksheet

o Vocabulary Review: Chapters 11 and 12 (Whole class/Small group)

2. Review vocabulary cards for chapters 8, 9, and 10



3. Discuss focus skill: Fact and Opinion

o As students read, they will be on the lookout for examples of fact and opinion throughout

the chapters.


4. Read Chapters 8, 9, and 10 (Small groups)

o Students will read chapters 8, 9, and 10 in predetermined small groups

o Students will ask themselves thought questions as they read to help build comprehension

5. Fact and Opinion

o Students will work in their small groups to write down examples of fact and opinion on

the worksheet in their Reading Response Journal packets

6. Vocabulary Review: Chapters 11 and 12 (Whole class/Small group)


cards)



Objectives:

o Given class time, students will be able to read chapters 8 – 10 of Charlotte’s Web and use

the information to accurately complete the Fact and Opinion chart in their Reader

Response Journals.

Assessment:


to complete activities will determine their understanding of chapters 8 – 10 of Charlotte’s

Web and the vocabulary for chapters 11 and 12.







o Vocabulary cards

o Small group list

o Whiteboard

o Dry Erase markers

o Sticky notes

Notes:


Day 6: Chapters 11 and 12 (Study for Spelling Test and Comprehension Page)

Procedure:


***Review Homework



o Focus skill: Problem/Solution

o Read chapters 11 and 12 (Whole class – Read aloud)

o Complete Problem/Solution Worksheet

o Activity: Letter to Farmer Zuckerman

2. Review vocabulary cards for chapters 11 and 12



3. Discuss focus skill: Problem/Solution


o Students will be on the lookout for problems and solutions as we read through the

chapters together.

4. Read Chapters 11 and 12 (Whole class – Read aloud)

o Read chapters 11 and 12 aloud to the whole class


5. Problem/Solution

o Work as a whole class to complete the Problem/Solution worksheet in the Reader

Response Journal packets.

6. Activity: Letter to Farmer Zuckerman

o Students will work independently to write persuasive letters to Farmer Zuckerman to not

kill Wilbur. The letters must be from the perspective of another character (i.e. Fern, Mrs.

Zuckerman, Charlotte, the goose, etc.)

Objectives:


use the information to accurately complete the Problem/Solution chart in their Reader

Response Journals.

o Given class time, students will be able to write a Letter to Farmer Zuckerman, giving

accurate evidence from the book as to why Farmer Zuckerman should not kill Wilbur.

Assessment:


to complete activities will determine their understanding of chapters 11 and 12.

Additionally, their comprehension will be assessed through their ability to complete the

Letter to Farmer Zuckerman activity.





o Reading Response Questions handout



o Letter to Farmer Zuckerman templates

o Whiteboard

o Dry Erase markers

o Sticky notes

Notes:


Day 7: Spelling Test, Review Questions, and Complete Activities (No Homework)

Procedure:


***Review Homework


o Spelling Test Chapters 1 – 12

o Review Questions

o Complete Activities and Extra Work

o Vocabulary Review: Chapters 13, 14, and 15 (Whole class)

2. Spelling Test Chapters 1 – 12

o Students will take the initial spelling test for week one of the Charlotte’s Web unit

3. Review Questions

o Students will work with partners to answer story questions (on pocket chart pigs)


o Students will then work with their partners to complete the vocabulary “extras” – (Parts

of speech, synonyms, antonyms, illustrations) and the chapter by chapter questions

4. Complete Activities and Extra Work

o Students will be allowed to work in partners and small groups to finish some of the extra

work (chapter by chapter questions, finishing vocabulary “extras” in the vocabulary

packet, etc.).



vocabulary cards)

Objectives:

o Given class time and a spelling test, students will be able to accurately spell words from

Charlotte’s Web and third grade sight words.

o Given class time, students will be able to accurately answer story questions and chapter-

by-chapter questions using the pocket charts pig and chapter questions handout.

Assessment:

o Informal: Students’ participation will be monitored throughout the lesson. Additionally,

their ability to answer story questions will be monitored to ensure mastery of objectives

and content knowledge.



o Spelling test




o Chapter-by-Chapter Question packets


Notes:


Day 8: Chapters 13, 14, and 15 (Spelling 3x Each)

Procedure:


***Review Homework



o Focus skill: Response Questions

o Read chapters 13, 14, and 15 (Whole class – Guided reading)

o Answer Response Questions (Whole class/Small group)


o (If time) Activity: County Fair Flyer





3. Discuss focus skill: Response Questions

o As students read, they need to be on the lookout for examples of problems and their

solutions throughout the chapters.

4. Read Chapters 13, 14, and 15 (Whole class – Guided Reading)

o Students will read chapters 13, 14, and 15 as a whole class


5. Response Questions

o Work as a whole class to complete the Response Questions in the Reader’s Response

Journal.



vocabulary cards)



7. Activity: County Fair Flyer

o As class time allows, students can create County Fair flyers to tell why people should go

and see Wilbur. (See activity directions for more information)

Objectives:

o Given class time, students will be able to read chapters 13 – 15 of Charlotte’s Web and

use the information to accurately complete the Response Questions in their Reader

Response Journals.


o Given class time, students will create County Fair flyers to accurately portray reasons

why people should go to the fair to see Wilbur.

Assessment:


to complete activities will determine their understanding of chapters 13 – 15 of





o Spelling List (Cover chapters 13-22)



o Vocabulary cards

o County Fair flyer templates

o Crayons/Markers for flyers

o Whiteboard

o Dry Erase markers

o Sticky notes

Notes:



Day 9: Chapters 16, 17, and 18 (Skill Page)

Procedure:


***Review Homework



o Focus skill: Plot/Sequence

o Read chapters 16, 17, and 18 (Small groups)

o Complete Plot/Sequence Worksheet (Whole class/Small group)

o Vocabulary Review: Chapters 19, 20, 21, and 22 (Whole class/Small group)





3. Discuss focus skill: Plot/Sequence

o As students read, they need to be on the lookout for the order of which events in these

three chapters happen

4. Read Chapters 16, 17, and 18 (Small groups)

o Students will read chapters 16, 17, and 18 in small groups

o Students will ask themselves thought questions as they read to help build comprehension

5. Plot/Sequence

o Work in small groups to put the events from the chapters in order on the worksheet in

students’ Reader Response Journals

6. Vocabulary Review: Chapters 19, 20, 21, and 22 (Whole class/Small group)

o Introduce vocabulary for chapters 19, 20, 21, and 22 (use Vocabulary web packet and

vocabulary cards)



Objectives:


use the information to accurately complete the Plot/Sequence worksheet in their Reader

Response Journals.

Assessment:










o Vocabulary cards

o Small groups list

o Whiteboard

o Dry Erase markers

o Sticky notes

Notes:


Day 10: Chapters 19, 20, 21, and 22 (Grammar Page)

Procedure:


***Review Homework


o Review vocabulary for chapters 19, 20, 21, and 22

o Focus skill: Main Idea and Details

o Read chapters 19, 20, 21, and 22 (Whole class – Guided reading)

o Complete Main Idea and Details Worksheet (Whole class/Small group)

o Unit Review (Discussion, questions, and summary strips)


2. Review Vocabulary for chapters 19, 20, 21, and 22

o Use vocabulary cards for chapters 19, 20, 21, and 22 to review words


3. Discuss focus skill: Main Idea and Details

o As students read, they need to be on the lookout for the main idea of the story and details

to support the main idea

4. Read Chapters 19, 20, 21, and 22 (Whole class – Guided reading)

o Students will read chapters 19, 20, 21, and 22 as a whole class


5. Main Idea and Details

o Work as a whole class to complete the Main Idea and Details worksheet in their Reader

Response Journals

6. Unit Review (Discussion, questions, and summary strips)

o As a whole class, discuss the story, review questions, and go over the story summary

strips

Objectives:


use the information to accurately complete the Main Idea and Details worksheet in their

Reader Response Journals.

Assessment:




Charlotte’s Web.






o Vocabulary cards

o Whiteboard

o Dry Erase markers

o Sticky notes

Notes:


Day 11: Unit Test and Spider Webs (Study for Spelling Test and Comprehension Page)

Procedure:


***Review Homework


o Unit Test

o Early Finishers: Activities Packet


o Activity: Spider Webs

2. Unit Test

o Students will take the unit test to wrap up the Charlotte’s Web unit

3. Early Finishers: Activities Packet

o Students who finish the test early, and are waiting for others to finish, will work on some

activities in the Activities Packet

4. Activity: Spider Webs

o Teach students more about the different types of spider webs that spiders make (Using a

book and pictures)

o Go over the directions with students – think about a qualities they look for in friends;

write it on the center of the parchment paper; trace a web onto the parchment paper

around the word; go over the lines with glitter glue

o See activity description for more information

Objectives:

o Given class time, students will be able to demonstrate their knowledge and

comprehension of the book, Charlotte’s Web, by accurately completing the Charlotte’s

Web unit test.

o Given class time, students will be able to create spider webs with glitter glue that are

modeled after the different types of webs spiders make.

Assessment:



to appropriately complete the unit test and create a spider web will be considered.



o Unit tests

o Activities packets

o Spider Web directions

o Book about spiders

o Spider web templates

o Pencils

o Parchment paper

o Glitter-glue

Notes:


Day 12: Charlotte’s Web: The Movie (No Homework)

Procedure:


o (Morning): Spelling Test Chapters 13 – 22

o Focus Skill: Compare and Contrast

o Activity: Charlotte’s Web: The Movie


2. Spelling Test Chapters 13 – 22

o Students will take the spelling test for week two of the Charlotte’s Web unit

3. Discuss focus skill: Compare/Contrast

o Inform students that as they watch the movie, they need to write down similarities and

differences between Charlotte’s Web: The book and Charlotte’s Web: The movie

4. Activity: Charlotte’s Web: The Movie

o Students will watch Charlotte’s Web

Objectives:

o Given class time, students will be able to accurately compare and contrast Charlotte’s

Web: The book and Charlotte’s Web: The movie.

Assessment:

o Informal: Students’ attention and participation will be monitored throughout the lesson.



o Charlotte’s Web: The Movie

o Compare/Contrast handouts

Notes:



(Last Day: Overall Unit Notes and Teacher

Reflections)

Notes:


Literature Focus Unit: Activity Descriptions

Daily Activities (Optional)

o Post “Make a Connection” question from the Reader Response Journal packet on the

board during morning work time. Students will receive sticky notes to write their answers

on and to post on the connections board.


o Pig Pocket Chart Questions will be posted in the classroom, and as time allows, students

will answer the questions as a whole class, in small groups, and independently.

o Add to the character chart to help

students keep track of who the

characters are.

1. Charlotte’s Web - Bookmarks

During day one of the unit, the teacher will pass out bookmarks for the students to color/design.

They will be instructed to use the images on the front and back covers of the book, as well as the

predictions we made in class, to write down words that could describe the story and/or

characters. Instruct students to use the front and back sides of the bookmark to draw images,

write words, or ask questions about the book. Inform students that they can use their bookmarks


to keep their place in the story as we read it the next couple of weeks, and they can also use the

bookmarks to follow along the lines as we read.

Source:

Superteacherworksheets.com

Components:

Bookmark handouts (on cardstock)

Markers

Crayons

2. Letter to Farmer Zuckerman

The students will write a persuasive letter to Farmer Zuckerman (on a letter template) to not kill

Wilbur. The students will be instructed to write the letter from the perspective of another

character in the book and to provide supporting details form the text to support their arguments

for why he should keep Wilbur alive. The teacher will give a mini-lesson on how the letter

should be formatted.

Components:

o Letter to Farmer Zuckerman letter template

3. County Fair Flyer

Students will create County Fair flyers to help save Wilbur. The teacher will begin by asking

students ways in which Charlotte tries to save Wilbur’s life in the story. We will discuss how she

uses her web to tell people how great Wilbur is. The teacher will then ask the class to give

examples of other ways that we can convey messages to the public (newspapers, television,

flyers, etc.). Then the teacher will reveal to the students that they are going to create flyers for


the County Fair to help save Wilbur’s life. The teacher will show an example of what the flyer

should look like and explain that they should include adjectives like Charlotte uses in her webs

(they must use different adjectives than Charlotte), a picture, as well as details like when and

where to see Wilbur. The teacher will show the class pictures of different flyers and explain that

they are made to catch people’s attention. The teacher will explain what a slogan is and tell the

students that they are often used on flyers to draw people in. Students will then use markers or

colored pencils to create their flyer.

Source:

o Charlotte’s Web book bag project (developed by Sarah Brule)

Components:

o Flyer paper

o Flyer examples

o Drawing/coloring utensils

4. Spider Webs

For this activity, students will learn about spiders and their webs. The teacher will introduce the

topic by asking students to give examples of ways in which humans communicate with each

other. Next, ask the class how Charlotte communicates and how this is similar to some of the

ways that we communicate as humans. The teacher will then ask students what they know about

spiders and their webs. What is spider “silk?” What do spiders use their silk for (catching prey,


traveling, creating shelter, protecting their eggs and young, etc.)? The teacher will read a book to

the students about spiders, which will introduce the different types of webs (spiral orb, tangle or

cobwebs, funnel, sheet, tubular, triangle, dome, and tent) and how they are created. After

reading, the teacher will ask students to name different types of webs that they can remember

from the story. The teacher will then reveal to students that they are going to create their own

webs to communicate like Charlotte does in the story Charlotte’s Web. However, instead of

choosing words to describe Wilbur, they will be choose a word that describes a quality they look

for in a good friend (i.e. kind, caring, helpful, happy, friendly, etc.). The students will then chose

from the types of webs that they studied and will model their own web after one of them.

Templates for each type of web will be provided to help them. Give students parchment paper

and instruct them to choose an adjective that describes the quality they look for in a friend. Have

them write the word in the middle of the paper with a pencil. Then, they can sketch out their

webs around the word. When students finish drawing on their webs, students will trace over the

lines and letters with glitter-glue. Let them dry overnight, and then the next day, students can

peel them off of the parchment paper to be hung in the classroom.

Source:


Components:



o Pencils

o Parchment paper

o Glitter-glue

5. Charlotte’s Web: The Movie

After finishing the book, the students will watch the movie Charlotte’s Web. Students will fill

out the compare/contrast handout to compare the book and the movie. They will be encouraged

to have discussion afterwards about the similarities and differences. Students will also have the

opportunity to act as critics, telling what they liked and disliked about the similarities and

differences between the book and the movie.


Source:


Components:



Checklist for Charlotte’s Web Literature Focus Unit

Name: ________________________________ Date Completed: _____________________

Chapters

____ 1 – 2


____ 3 – 4

____ 5 – 7

____ 8 – 10

____ 11 - 12

____ 13 - 15

____ 16 – 18

____ 19 – 22

Classroom Activities

____ Charlotte’s Web Bookmark

____ Letter to Farmer Zuckerman

____ County Fair Flyer

____ Spider Webs

____ Charlotte’s Web: The Movie

Extra Activities

____ Practice Spelling Words

____ Make a connection (Sticky Notes on board)

____ Finish pages in Reader Response Journal

____ Finish vocabulary packet pages (synonyms, antonyms, illustrations)

____ Answer pocket chart pig questions

____ Answer chapter-by-chapter questions

Materials Master List


o Whiteboard

o Dry erase markers




o Vocabulary cards

o Crayons/Markers for bookmarks

o Bookmark templates

o Web graphic organizers

o Sticky notes

o Spelling List (Cover chapters 1 – 12)

o Small group list

o Letter to Farmer Zuckerman templates

o Spelling test

o Chapter-by-Chapter Question packets

o Spelling List (Cover chapters 13-22)

o County Fair flyer templates

o Crayons/Markers for flyers

o Unit tests

o Activities packets

o Spider Web directions



o Pencils

o Parchment paper

o Glitter-glue



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