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1143000125730000 Charlotte’s WebLiterature Focus UnitTeacher: Jessica DavisGrade Level: ThirdDeveloped Spring 2015Table of ContentsCharlotte’s Web: Book Information GuideBook SummaryAuthor Study: E.B WhiteMassachusetts Curriculum Frameworks AddressedLiterature Focus Unit: Day-by-Day OverviewLiterature Focus Unit: Goals Literature Focus Unit: Daily PlansLiterature Focus Unit: ActivitiesDaily Activities (Optional)Charlotte’s Web BookmarksLetter to Farmer ZuckermanCounty Fair FlyerSpider WebsVideoLiterature Focus Unit Checklist Materials Master ListCharlotte’s WebE.B. WhiteBook Information GuideBook: Charlotte’s Web Author: E.B. White Illustrator: Garth WilliamsPublisher: Harper Collins, October 15, 1952ISBN: 9780064400558Book Awards: Newbery MedalReading and Interest Levels: Lexile Measure: 680LGuided Reading Level: RGrade Level Equivalent: 4.9 Interest: Grades 3 – 6 Genre: Children’s Fictional Novel; ClassicsTheme: Building relationships, friendships, animationBook 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.320040011430000Author BiographyE.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 FrameworksEnglish Language ArtsStrand: Reading Standards for LiteratureKey Ideas and DetailsRL.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 StructureRL.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 IdeasRL.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 ComplexityRL.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 DetailsRI.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 SkillsPhonics and Word RecognitionRF.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.FluencyRI.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 StandardsText Types and PurposesW.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 WritingW.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 StandardsComprehension and CollaborationSL.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.e 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 IdeasSL.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 StandardsConventions of Standard EnglishL.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 LanguageL.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 UseL.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 Animals3.1 - Classify plants and animals according to the physical characteristics that they share.Literature Focus Unit: Day-by-Day OverviewDay 1IntroductionActivity (Bookmarks)Vocab: Ch. 1 – 2Day 7Spelling TestReview - Questions Vocab: Ch. 13-15Day 2Read Ch. 1-2CharacterizationVocab: Ch. 3 – 4Day 8R. C. 13-15Response QuestionsActivity (Flyer)Vocab: Ch. 16 – 18Day 3Read Ch. 3-4Response QuestionsVocab: Ch. 5 – 7Day 9R. C. 16-18Plot/SequenceVocab: Ch. 19-22Day 4Read Ch. 5-7CharacterizationVocab: Ch. 8 – 10Day 10R. C. 19-22Main Idea & DetailsUnit ReviewDay 5Read Ch. 8-10Fact and OpinionVocab: Ch. 11-12Day 11Unit TestActivity (Spider Web)Day 6R. C. 11-12Problem/SolutionActivity (Letter to Farmer Zuckerman)Day 12Spelling TestActivity (Video)Compare/ContrastLiterature Focus Unit: GoalsStudents 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 PlansDay 1: Introduction (No Homework)Procedure:1. Inform students of the lesson proceduresIntroduce students to the bookBuild background knowledge (Ask questions)Preview the book moreVocabulary Review: Chapters 1 and 2Activity: Make bookmarks2. Introduce students to the book: Charlotte’s WebLook at the front coverLook at the back coverExamine the picturesRead the story summary on the back – what does it tell us about the book?Flip through the book – what do the pictures tell us?Make a prediction (call on students to give their predictions orally)Discuss story setting based on the front cover3. Build background knowledge331470048133000Who has visited a farm? What did you see? What did you like most about farm life? What did you like the least?342900069850scaryscary491490069850pretty webs00pretty webs4229100755650SpiderSpiderWhat is a friend? What do you like about your best friends? Why do you think they like you?Have you ever considered an animal a friend and not just a pet?342900013335eat flieseat fliesWhat do you know about spiders? (Make a spider “web” on the board – see example)4. Preview the book moreHow many chapters are in this book? – 22 chaptersLook at the title of each chapter. Which chapter do you think will be the most interesting and why?5. Vocabulary Review: Chapters 1 and 2Pass out Reader Response Journal Packets and Vocabulary student packetsIntroduce vocabulary for chapters 1 and 2 (use Vocabulary web packet and vocabulary cards)Go over the definitions and sentences togetherFill in antonyms, synonyms, and part of speech on the handout6. Bookmark ActivityEach student will receive a bookmark cutout for Charlotte’s Web to color/design (laminate when finished)Objectives: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.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: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. Formal: See objectives above. Resources/Materials:Book copies of Charlotte’s WebWhiteboardDry erase markersReader Response Journal packetsVocabulary student packetsVocabulary cardsCrayons/Markers for bookmarksBookmark templatesWeb graphic organizersNotes: Teacher Reflections:Day 2: Chapters 1 and 2 (No Homework)Procedure:1. Inform students of lesson procedure ***Make connections (sticky note activity)Review vocabulary for chapters 1 and 2Focus skill: CharacterizationRead chapters 1 and 2 (Whole class – Read aloud)Complete Characterization Web in Reader Response Journal packet (whole class/small group/partners)Vocabulary Review: Chapters 3 and 4 (Whole class)2. Review Vocabulary Cards for chapters 1 and 2Use vocabulary cards for chapters 1 and 2 to review wordsHave students review the definitions in their Reader Response Journal packets3. Discuss focus skill: CharacterizationAs 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)Read chapters 1 and 2 aloud to the whole classUse the Reading Guide Questions to engage students and build comprehension5. Characterization WebWork 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 4Introduce vocabulary for chapters 3 and 4 (use Vocabulary web packet and vocabulary cards)Go over the definitions and sentences togetherFill in antonyms, synonyms, and part of speech on the handoutObjectives: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: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. Formal: See objective above. Resources/Materials:Book copies of Charlotte’s WebReading Guide Questions handoutReader Response Journal packetsVocabulary student packetsVocabulary cardsWhiteboardDry Erase markersSticky notesNotes: Teacher Reflections:Day 3: Chapters 3 and 4 (Homework: Spelling 3x Each)Procedure:1. Inform students of lesson procedure***Make connections (sticky note activity)Review vocabulary for chapters 3 and 4Focus skill: Response QuestionsRead chapters 3 and 4 (Small group)Complete Response Questions in small groupsVocabulary Review: Chapters 5, 6, and 7 (Whole class/Small group)2. Review vocabulary cards for chapters 3 and 4Use vocabulary cards for chapters 3 and 4 to review wordsHave students review the definitions in their Reader Response Journal packets3. Discuss focus skill: Response QuestionsAs 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)Students will read chapters 3 and 4 in predetermined small groupsStudents will use the response questions in their Reader Response Journal packets to guide comprehension5. Response QuestionsStudents will work in their small groups to answer the Response Questions in their Reader Response Journal packets6. Vocabulary Review: Chapters 5, 6, and 7 (Whole class/Small group)Introduce vocabulary for chapters 5, 6, and 7 (use Vocabulary web packet and vocabulary cards)Go over the definitions and sentences together or in small groupsFill in antonyms, synonyms, and part of speech on the handoutObjectives:Given class time, students will be able to read chapters 3 and 4 of Charlotte’s Web and use the information to accurately complete the Response Questions in their Reader Response Journals. Assessment:Informal: Students’ participation will be monitored throughout the lesson. Their ability to complete activities will determine their understanding of chapters 3 and 4 of Charlotte’s Web and the vocabulary for chapters 5 – 7. Formal: See objective above. Resources/Materials:Book copies of Charlotte’s WebSpelling List (Cover chapters 1 – 12)Reader Response Journal packetsVocabulary student packetsVocabulary cardsSmall group listWhiteboardDry Erase markersSticky notesNotes: Teacher Reflections:Day 4: Chapters 5, 6, and 7 (Homework: Skill Page)Procedure:1. Inform students of lesson procedure***Make connections (sticky note activity)Review vocabulary for chapters 5, 6, and 7Focus skill: CharacterizationRead chapters 5, 6, and 7 (Whole class – Guided reading)Complete Characterization Web (Partners)Vocabulary Review: Chapters 8, 9, and 10 (Whole class/Small group)2. Review Vocabulary for chapters 5, 6, and 7Use vocabulary cards for chapters 5, 6, and 7 to review wordsHave students review the definitions in their Reader Response Journal packets3. Discuss focus skill: CharacterizationAs 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)Students will read chapters 5, 6, and 7 as a whole classUse the Reading Guide Questions to engage students and build comprehension5. Characterization WebStudents will work with partners to complete the characterization web of Charlotte in the Reader Response Journal packets 6. Vocabulary Review: Chapters 8, 9, and 10 (Whole class/Small group)Introduce vocabulary for chapters 8, 9, and 10 (use Vocabulary web packet and vocabulary cards)Go over the definitions and sentences together or in small groupsFill in antonyms, synonyms, and part of speech on the handoutObjectives: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:Informal: Students’ participation will be monitored throughout the lesson. Their ability to complete activities will determine their understanding of chapters 5 – 7 of Charlotte’s Web and the vocabulary for chapters 8 – 10. Formal: See objective above. Resources/Materials:Book copies of Charlotte’s WebReading Response Questions handoutReader Response Journal packetsVocabulary student packetsVocabulary cardsWhiteboardDry Erase markersSticky notesNotes: Teacher Reflections:Day 5: Chapters 8, 9, and 10 (Grammar Page)Procedure:1. Inform students of lesson procedure***Review Homework***Make connections (sticky note activity)Review vocabulary for chapters 8, 9, and 10Focus skill: Fact and OpinionRead chapters 8, 9, and 10 (Small group)Complete Fact and Opinion worksheetVocabulary Review: Chapters 11 and 12 (Whole class/Small group)2. Review vocabulary cards for chapters 8, 9, and 10Use vocabulary cards for chapters 8, 9, and 10 to review wordsHave students review the definitions in their Reader Response Journal packets3. Discuss focus skill: Fact and OpinionAs 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)Students will read chapters 8, 9, and 10 in predetermined small groupsStudents will ask themselves thought questions as they read to help build comprehension5. Fact and Opinion Students will work in their small groups to write down examples of fact and opinion on the worksheet in their Reading Response Journal packets6. Vocabulary Review: Chapters 11 and 12 (Whole class/Small group)Introduce vocabulary for chapters 11 and 12 (use Vocabulary web packet and vocabulary cards)Go over the definitions and sentences together or in small groupsFill in antonyms, synonyms, and part of speech on the handoutObjectives: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:Informal: Students’ participation will be monitored throughout the lesson. Their ability to complete activities will determine their understanding of chapters 8 – 10 of Charlotte’s Web and the vocabulary for chapters 11 and 12. Formal: See objective above. Resources/Materials:Book copies of Charlotte’s WebReader Response Journal packetsVocabulary student packetsVocabulary cardsSmall group listWhiteboardDry Erase markersSticky notesNotes: Teacher Reflections: Day 6: Chapters 11 and 12 (Study for Spelling Test and Comprehension Page)Procedure:1. Inform students of lesson procedure***Review Homework***Make connections (sticky note activity)Review vocabulary for chapters 11 and 12Focus skill: Problem/SolutionRead chapters 11 and 12 (Whole class – Read aloud)Complete Problem/Solution WorksheetActivity: Letter to Farmer Zuckerman2. Review vocabulary cards for chapters 11 and 12Use vocabulary cards for chapters 11 and 12 to review wordsHave students review the definitions in their Reader Response Journal packets3. Discuss focus skill: Problem/SolutionStudents 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)Read chapters 11 and 12 aloud to the whole classUse the Reading Guide Questions to engage students and build comprehension5. Problem/Solution Work as a whole class to complete the Problem/Solution worksheet in the Reader Response Journal packets.6. Activity: Letter to Farmer ZuckermanStudents 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:Given class time, students will be able to read chapters 11 and 12 of Charlotte’s Web and use the information to accurately complete the Problem/Solution chart in their Reader Response Journals. 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:Informal: Students’ participation will be monitored throughout the lesson. Their ability 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. Formal: See objectives above. Resources/Materials:Book copies of Charlotte’s WebReading Response Questions handoutReader Response Journal packetsVocabulary student packetsLetter to Farmer Zuckerman templatesWhiteboardDry Erase markersSticky notesNotes: Teacher Reflections:Day 7: Spelling Test, Review Questions, and Complete Activities (No Homework)Procedure:1. Inform students of lesson procedure***Review Homework***Make connections (sticky note activity)Spelling Test Chapters 1 – 12 Review QuestionsComplete Activities and Extra WorkVocabulary Review: Chapters 13, 14, and 15 (Whole class)2. Spelling Test Chapters 1 – 12 Students will take the initial spelling test for week one of the Charlotte’s Web unit3. Review QuestionsStudents will work with partners to answer story questions (on pocket chart pigs)Students will then work with their partners to complete the vocabulary “extras” – (Parts of speech, synonyms, antonyms, illustrations) and the chapter by chapter questions4. Complete Activities and Extra WorkStudents 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.). 5. Vocabulary Review: Chapters 13, 14, and 15 (Whole class/Small group)Introduce vocabulary for chapters 13, 14, and 15 (use Vocabulary web packet and vocabulary cards)Objectives:Given class time and a spelling test, students will be able to accurately spell words from Charlotte’s Web and third grade sight words. 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: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. Formal: See objectives above. Resources/Materials:Spelling test Reader Response Journal packetsVocabulary student packetsChapter-by-Chapter Question packetsBook copies of Charlotte’s WebNotes: Teacher Reflections:Day 8: Chapters 13, 14, and 15 (Spelling 3x Each)Procedure:1. Inform students of lesson procedure***Review Homework***Make connections (sticky note activity)Review vocabulary for chapters 13, 14, and 15Focus skill: Response QuestionsRead chapters 13, 14, and 15 (Whole class – Guided reading)Answer Response Questions (Whole class/Small group)Vocabulary Review: Chapters 16, 17, and 18 (Whole class/Small group)(If time) Activity: County Fair Flyer2. Review Vocabulary for chapters 13, 14, and 15Use vocabulary cards for chapters 13, 14, and 15 to review wordsHave students review the definitions in their Reader Response Journal packets3. Discuss focus skill: Response Questions 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)Students will read chapters 13, 14, and 15 as a whole classUse the Reading Guide Questions to engage students and build comprehension5. Response Questions Work as a whole class to complete the Response Questions in the Reader’s Response Journal. 6. Vocabulary Review: Chapters 16, 17, and 18 (Whole class/Small group)Introduce vocabulary for chapters 16, 17, and 18 (use Vocabulary web packet and vocabulary cards)Go over the definitions and sentences together or in small groupsFill in antonyms, synonyms, and part of speech on the handout7. Activity: County Fair FlyerAs 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: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. Given class time, students will create County Fair flyers to accurately portray reasons why people should go to the fair to see Wilbur. Assessment:Informal: Students’ participation will be monitored throughout the lesson. Their ability to complete activities will determine their understanding of chapters 13 – 15 of Charlotte’s Web and the vocabulary for chapters 16 – 18. Formal: See objectives above. Resources/Materials:Book copies of Charlotte’s WebSpelling List (Cover chapters 13-22)Reader Response Journal packetsVocabulary student packetsVocabulary cardsCounty Fair flyer templatesCrayons/Markers for flyersWhiteboardDry Erase markersSticky notesNotes: Teacher Reflections:Day 9: Chapters 16, 17, and 18 (Skill Page)Procedure:1. Inform students of lesson procedure***Review Homework***Make connections (sticky note activity)Review vocabulary for chapters 16, 17, and 18Focus skill: Plot/SequenceRead chapters 16, 17, and 18 (Small groups)Complete Plot/Sequence Worksheet (Whole class/Small group)Vocabulary Review: Chapters 19, 20, 21, and 22 (Whole class/Small group)2. Review Vocabulary for chapters 16, 17, and 18Use vocabulary cards for chapters 16, 17, and 18 to review wordsHave students review the definitions in their Reader Response Journal packets3. Discuss focus skill: Plot/Sequence As students read, they need to be on the lookout for the order of which events in these three chapters happen4. Read Chapters 16, 17, and 18 (Small groups)Students will read chapters 16, 17, and 18 in small groupsStudents will ask themselves thought questions as they read to help build comprehension5. Plot/Sequence Work in small groups to put the events from the chapters in order on the worksheet in students’ Reader Response Journals6. Vocabulary Review: Chapters 19, 20, 21, and 22 (Whole class/Small group)Introduce vocabulary for chapters 19, 20, 21, and 22 (use Vocabulary web packet and vocabulary cards)Go over the definitions and sentences together or in small groupsFill in antonyms, synonyms, and part of speech on the handoutObjectives:Given class time, students will be able to read chapters 16 – 18 of Charlotte’s Web and use the information to accurately complete the Plot/Sequence worksheet in their Reader Response Journals. Assessment:Informal: Students’ participation will be monitored throughout the lesson. Their ability to complete activities will determine their understanding of chapters 16 – 18 of Charlotte’s Web and the vocabulary for chapters 19 – 22. Formal: See objective above. Resources/Materials:Book copies of Charlotte’s WebReader Response Journal packetsVocabulary student packetsVocabulary cardsSmall groups listWhiteboardDry Erase markersSticky notesNotes: Teacher Reflections:Day 10: Chapters 19, 20, 21, and 22 (Grammar Page)Procedure:1. Inform students of lesson procedure***Review Homework***Make connections (sticky note activity)Review vocabulary for chapters 19, 20, 21, and 22Focus skill: Main Idea and DetailsRead chapters 19, 20, 21, and 22 (Whole class – Guided reading)Complete Main Idea and Details Worksheet (Whole class/Small group)Unit Review (Discussion, questions, and summary strips)2. Review Vocabulary for chapters 19, 20, 21, and 22Use vocabulary cards for chapters 19, 20, 21, and 22 to review wordsHave students review the definitions in their Reader Response Journal packets3. Discuss focus skill: Main Idea and Details As students read, they need to be on the lookout for the main idea of the story and details to support the main idea4. Read Chapters 19, 20, 21, and 22 (Whole class – Guided reading)Students will read chapters 19, 20, 21, and 22 as a whole classUse the Reading Guide Questions to engage students and build comprehension5. Main Idea and Details Work as a whole class to complete the Main Idea and Details worksheet in their Reader Response Journals6. Unit Review (Discussion, questions, and summary strips)As a whole class, discuss the story, review questions, and go over the story summary stripsObjectives:Given class time, students will be able to read chapters 19 – 22 of Charlotte’s Web and use the information to accurately complete the Main Idea and Details worksheet in their Reader Response Journals. Assessment:Informal: Students’ participation will be monitored throughout the lesson. Their ability to complete activities will determine their understanding of chapters 19 – 22 of Charlotte’s Web. Formal: See objective above. Resources/Materials:Book copies of Charlotte’s WebReader Response Journal packetsVocabulary student packetsVocabulary cardsWhiteboardDry Erase markersSticky notesNotes: Teacher Reflections:Day 11: Unit Test and Spider Webs (Study for Spelling Test and Comprehension Page)Procedure:1. Inform students of lesson procedure***Review Homework***Make connections (sticky note activity)Unit TestEarly Finishers: Activities PacketActivity: Spider Webs2. Unit TestStudents will take the unit test to wrap up the Charlotte’s Web unit3. Early Finishers: Activities PacketStudents who finish the test early, and are waiting for others to finish, will work on some activities in the Activities Packet4. Activity: Spider WebsTeach students more about the different types of spider webs that spiders make (Using a book and pictures)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 glueSee activity description for more informationObjectives: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.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:Informal: Students’ participation will be monitored throughout the lesson. Their ability to appropriately complete the unit test and create a spider web will be considered. Formal: See objectives above. Resources/Materials:Unit testsActivities packetsSpider Web directionsBook about spidersSpider web templatesPencilsParchment paperGlitter-glueNotes: Teacher Reflections:Day 12: Charlotte’s Web: The Movie (No Homework)Procedure:1. Inform students of lesson procedure(Morning): Spelling Test Chapters 13 – 22Focus Skill: Compare and ContrastActivity: Charlotte’s Web: The Movie2. Spelling Test Chapters 13 – 22Students will take the spelling test for week two of the Charlotte’s Web unit3. Discuss focus skill: Compare/ContrastInform 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 movie4. Activity: Charlotte’s Web: The MovieStudents will watch Charlotte’s WebObjectives:Given class time, students will be able to accurately compare and contrast Charlotte’s Web: The book and Charlotte’s Web: The movie. Assessment:Informal: Students’ attention and participation will be monitored throughout the lesson. Formal: See objective above. Resources/Materials:Charlotte’s Web: The MovieCompare/Contrast handoutsNotes:Teacher Reflections:(Last Day: Overall Unit Notes and Teacher Reflections)Notes:Teacher Reflections:Literature Focus Unit: Activity DescriptionsDaily Activities (Optional)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. 274320064770000Pig 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. Add to the character chart to help students keep track of who the characters are. 1. Charlotte’s Web - BookmarksDuring 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: Components: Bookmark handouts (on cardstock)MarkersCrayons2. Letter to Farmer ZuckermanThe 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:Letter to Farmer Zuckerman letter template3. County Fair FlyerStudents 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: Charlotte’s Web book bag project (developed by Sarah Brule)Components:Flyer paperFlyer examplesDrawing/coloring utensils4. Spider WebsFor 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: Charlotte’s Web book bag project (developed by Sarah Brule)Components: Book about spidersSpider web templatesPencilsParchment paperGlitter-glue5. Charlotte’s Web: The MovieAfter 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: Charlotte’s Web book bag project (developed by Sarah Brule)Components:Charlotte’s Web: The MovieCompare/Contrast handoutsChecklist for Charlotte’s Web Literature Focus UnitName: ________________________________Date Completed: _____________________Chapters____ 1 – 2 ____ 3 – 4 ____ 5 – 7 ____ 8 – 10 ____ 11 - 12 ____ 13 - 15 ____ 16 – 18____ 19 – 22Classroom Activities____ Charlotte’s Web Bookmark____ Letter to Farmer Zuckerman____ County Fair Flyer____ Spider Webs____ Charlotte’s Web: The MovieExtra 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 questionsMaterials Master ListBook copies of Charlotte’s WebWhiteboardDry erase markersReader Response Journal packetsVocabulary student packetsVocabulary cardsCrayons/Markers for bookmarksBookmark templatesWeb graphic organizersSticky notesSpelling List (Cover chapters 1 – 12)Small group listLetter to Farmer Zuckerman templatesSpelling test Chapter-by-Chapter Question packetsSpelling List (Cover chapters 13-22)County Fair flyer templatesCrayons/Markers for flyersUnit testsActivities packetsSpider Web directionsBook about spidersSpider web templatesPencilsParchment paperGlitter-glueCharlotte’s Web: The MovieCompare/Contrast handouts ................
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